A Report on a Pilot Study of The Image
of Humanics at Springfield College
1974-1975
Charles F. Weckwerth, Ed.D.
and
Barbara E. Jensen, Ph.D.
August 1976
To
MARY HAEFFNER WECKWERTH...
whose spirit, continuously demonstrated,
of voluntary service in the human community
is exceeded only by her sincere
CONCERN FOR OTHERS.
It is this concern for others
that, in essence, is the purpose of
Springfield College... in the HUMANICS tradition.
___________________________
____"Grief can take care of itself, but to get the full value of joy you must have somebody to divide it with."
Mark Twain, Notebook, 1935.
________________________________
PREFACE
In the Spring quarter of 1973, at Springfield College, when the then incumbent Professor of Humanics gave his initial report to the Faculty, he offered several suggestions for furthering the Humanics program at Springfield College. One of the suggestions now emerges, in the Pilot Stage, as the Title of the research study reported in this document. By the Fall of 1974, a likely plan had been formulated for completing the research study and now by the summer of 1976 the pilot phase has been completed.
This undertaking would have been impossible, however, had it not been for the voluntary efforts of over 200 persons.
Each of these people cooperated willingly, and skillfully, as they shared their special talents. Indeed the "Joy of Effort" was apparent as each of the many persons capably demonstrated that he or she cared to share in the wide variety of tasks involved. With insight, creativity and expertness demonstrated by all concerned, the pilot Study has been completed. The Pilot Study was obviously crucial for the second stage of the total research design. The pilot testing reported here will eventually lead to a study of the Image of Humanics via a stratified random sampling of Alumni Classes for the past 50 years or more.
First., I would like to recognize the wise counsel contributed throughout 1975 to JuIy 1976, by an Advisory Committee of five persons: Dr. Paul U. Congdon, Academic Dean; Dr. Emery W. Seymour, Director of Graduate Division and Coordinator of Research; Dr. Merle K. Miller, Director, Arts and Sciences Division; President Wilbert E. Locklin (Ex Officio); and Dr. James S. Peters, II, Associate Commissioner and Director of Vocational Rehabilitation, State Department of Education, Connecticut.
Fortunately for us, Dr. Peters completed his Ph.D. dissertation at Purdue University (1957 - Chairman, Dr. H. H.Remmers) utilizing a measuring device called The Semantic Differential Scale, an invention by Dr. Charles E. Osgood, research professor at the Institute of Communications Research and professor of Psychology at the University of Illinois at Urbana-Champaign. The investigators of this Pilot Study at Springfield College used the Semantic Differential Technique. Second:, Dr. Peters has continued the use of the Semantic Differential Technique, in his professional assignment indicated above. Third:, Dr. Peters had served on the Faculty of Springfield College in the mid 1950's. For these three prime reasons, in addition to his personal interest in the purpose of Springfield College, Dr. Peter's graciously accepted our invitation to serve as Chairman of the Advisory Committee.
The authors of this research study take this opportunity to express publicly their warm personal gratitude to all members of the Advisory Committee, especially for the countless hours of time, and invaluable counsel, contributed to the completion of this pilot stage.
Next, since numerous persons from within the Springfield College organization have been generous and helpful toward the successful completion of this research effort, the investigators feel each deserves to be listed, and WITH THANKS. Dr. D. F. Bridgeman aided materially via use of his Office and often with the assistance of his office staff. He aided the senior author by recruiting 43 senior and graduate students to volunteer for a trial run of Instructional and Survey Forms used in this Pilot Study. On numerous occasions, over these 18 months, he listened with patience to some of the inevitable problems needing solutions and offered suggestions, Dr. A. R. Kaynor, Psychology, Department Head and Senior Professor of , was both assistive and supportive. Importantly, he was the colleague who brought my attention to our former mutual colleague, Dr. J. S. Peters. Associate Professor of English and Chairman of the English Department, Dr. D. R. Carlson, was extremely resourceful, knowledgeable, and helpful, with matters of American English, Linguistics, and Semantics. His guidance and discussions, relative to definitions and descriptions, of word structures and meanings, etc., were most assistive and appreciatively supportive not only as a consultant, but with vocal significance at several faculty meetings. On several occasions the help of Dr's J. R. Cohen, M. L. Dosick, and Assistant Professor R. E. Holstead, were beneficial and useful. Head Librarian, G. Davis, together with members of his staff, never cease being available to assist. chenzuber, Dr. Scheutors. was of inestimable value to each of the investigators. His untiring assistance with the wise and creative use of computer technology, of assembling codes, cutting of IBM cards for our use at the University of Connecticut's Computer Center, was priceless.
In reference to the University of Connecticut's Computer Center, located at Storrs, Connecticut, it should be here recorded that both investigators are eternally grateful to Mr. John Lof, Administrator in Charge, for making possible the privilege of using both the services, staff, at the Computer Center. and the port, Without such financial support and helpful consultant services provided, this research effort would have been long delayed, if ever completed.
Most conspicuous for its financial assistance, is the generous support given by Springfield College: via its "General Research Fund", as it is administered by the Director of Graduate Studies: Dr. Emery W. Seymour. Again, the investigators are thankful and grateful for his cooperation and demonstrated support. In this same egalitarian spirit, we also wish to recognize with deep appreciation, the continual and loyal support of Dr. Paul U. Congdon, Academic Dean.
Obviously, without this foundational assistance, the investigators would not have been able to attempt this Pilot Study. Please know, however, that the authors of this research, being motivated largely by the Humanics ideals of this institution of higher learning, feel strongly that such support is humanly refreshing, individually restorative, renewing to justify hopefully, and the probable significance that resides inherent within the scope, and potential outcomes, of this self-imposed 'labor of love.'
The investigators wish to express their compliments to Professor of English, Emeritus, Dr. George E. Brooks, who generously and skillfully, corrected 'final copy' draft, for publication.
A third group of people, to whom we are indebted, are those who kept us adequately supplied with the many essentian Resource Services at the College. They are the people, all too often unseen, and unheard about. They are the folks who work behind the scenes. Since they make it not only feasible, but also possible to accomplish our goals and value ends we seek, the writers of this Pilot Study want them to know how important are their efforts to this research project. We refer to: Mr. Lloyd Fassett, Director of the Data Processing, and to the members of his staff: to Mrs. Ruth Sullivan, Manager of Office Services, who with her effective and efficient staff, made possible the countless details involved in the printing and mailing of Instructions and Survey Forms to all 283 respondents; to Ms. Ann Wirstrom, Secretary in the President's Office. Ms. Jane Plumb, Secretary in the Vice President for Administration Office, and Mrs. Doris Murray, Secretary to Development Office for their invaluable assistance with the gathering of personal data, regarding Trustees, Corporators, and Administration personnel; to Ms. Rhea Vanasse, Secretary in the Academic Dean's Office for personal data relating to Faculty members, and for administrative support with reference to many inter-office relations, to Ms. Myrtle Giustina, Secretary to the Director of Graduate Studies and Coordinator of Research, for Budget accounts and records regarding the General Research Fund; to Mr. Harold Lynch, Director of Alumni Office and his staff for Alumni records pertinent to this Pilot Study; to Mr. Kenneth J. Wildes, Director of Public Relations, for his assistance in providing personnel data for persons included in the roster of Administration, and pertinent to this Pilot Study. Thankful are we for the never failing sincerity and support the investigators received from Mrs. Mary Hannigan, Secretary to the Community and Outdoor Recreation Department, whose efficiency and skill is coupled with tender loving care she demonstrated in her careful typing of the final draft of this Pilot Study for publication.
A fourth group of persons to whom the investigators are indebted, and with never ending appreciation, are the 137 respondents, from the 283 candidates that stem from the four component groups included in Springfield College's hierarchy Trustees, Corporators, Administrators, and Faculty. Without their replies, there would be no Pilot Study data, and no clues to The Image of Humanics at Springfield College. They did provide a 48 percent reply. We say many, many thanks to all respondents for their patience and persistence to create A Pilot Image of Humanics, as is currently perceived of Springfield College.
Lastly, without the perceptive collaboration and professional know-how concerning inferential statistical research methods, contributed by Dr. Barbara E. Jensen '57, this Pilot Study could not have been completed; nor would the study have progressed so rapidly, or be so rigorously consummated. As a colleague, an alumna, and one who shares concern for the mission and message of Springfield College, Dr. B. E. Jensen, is indeed a much welcomed co-author of this Pilot Research effort.
August 1976
Charles F. Weckwerth, '31.
Chapter 1
INTRODUCTION
The essence of Springfield College lies in the idea of humanics.1 This holistic point of view emerged initially in 1885, when the School for Christian Workers was first chartered by the Massachusetts Legislature. However, an identifiable concept of the word humanics was not used until later, when in 1905 the school became a college with degree granting privileges. (4:128-130)
In 1889, it was Dr. Luther Halsey Gulick's conceptual construct of '"Spirit-Mind-Body" that made the philosophical concept of holism. His definition of the individual person as a unit made the real impact of difference. His description reads as follows:
________
Man is a unit. His capacities are very much greater than simply the sum of those of the body alone, plus, those of the soul itself. That is, each one gives to the others not only all that it has itself, but also enables the others to be and do far more than they could do alone. Man might be called the product of the three, rather than their sum. (4:52)
In 1890-1891, the Sixth Catalogue of the School revealed the first use of the heading, "Outline for the Study of Man" (7:8) as part of the general course of study for all students. This study unit was scheduled in the Senior Year (7:10) in a manner similar to the course of study at Williams College, Williamstown, Massachusetts. Dr. Mark Hopkins' textbook entitled An Outline Study of Man was the textbook used for the course.(6)
Dr. L. L. Doggett, the first full time President of the College2 stated perceptively that from the Gulick statement, made in Philadelphia in 1889 at a Young Men's Christian Association Convention "....we see that Luther Halsey Gulick Accepted the conception that education is for the whole man." (4:52)
_________________
1. See Appendix A for Origin and Use of the word Humanics 2. There were three voluntary presidents (who served on a part time basis) who preceded Dr. Doggett: Rev. David Allen Reed - 1885-1890 (Catalogues 1 through 6); Henry S. Lee - 1891-1892 (Catalogue 7); Charles H. Barrows - 1892-1896 (Catalogues 8 through 10).
President Doggett and Professor Hanford M. Burr searched for a word to symbolize the concept emerging as the underlying philosophy of Springfield College. They decided upon the word humanics, which was defined in the dictionary as the ".... science or study of human nature and human affairs." (4:89) President Doggett reported repetitively throughout his book that four elements would comprise the Springfield College Humanics Curriculum Design:
_____(1) study of man spiritually; (2) study of man physically; (3) study of man intellectually; and (4) study of sociology. (4:91, 129, 140)
Dr. Doggett had come to Springfield College from Oberlin College where apparently many ideas on general education versus special education were beginning to emerge. Dr. Doggett's rich background in liberal education contributed to his interpretation of general education as the basis for humanics. (4:80, 88) The early emphasis in curriculum included a broad foundation for students from all of the academic areas of study. Humanics was to include a program of study based on education from the sciences, the arts, and the humanities, with an emphasis on students preparing for services in a selection of professions concerned primarily with human relationships. (4:123)
During the ten years between 1886 and 1896, before President Doggett became the President of the International Young Men's Christian Association Training School, he had simultaneously and sequentially extended his educational preparation both pragmatically and philosophically. Dr. Doggett completed his B.D. degree at Oberlin Theological Seminary with part of his study at Union Theological Seminary, in New York City. While at Union Theological Seminary, he served in a downtown Settlement Mission in New York City. Upon graduation, he served initially a nine months term with Ohio State Y.M.C.A. Committee in an apprenticeship, as Assistant Secretary, a position in which he later served a three year period. He then requested (and was granted) a two year leave of absence to pursue study for his Doctorate in Germany. Taking his bride with him, he studied in Berlin and in Leipzig, where he eventually received his Degree of Doctor of Philosophy. For a more complete description of his preparation for the task of becoming President of the Training School, the reader needs to consult his original writing. (4;1-17)
Shortly after Dr. to the United States, Doggett returned from Germany in 1896, he was invited to become the first full time President of the International Young Men's Christian Association Training School. (4:8) His point of view was a comprehensive one that included both a background of general education and experience in the practical one of human relations. Most historians who have looked at the growth of the College would agree that Dr. Doggett's influence upon the humanics approach was substantial, if not the major contribution of any of the early leaders.
The 1969-1971 College Catalogue provides a cogent picture of the Humanics concept as follows:
________
At the beginning of this century when scientific effort was centered on the understanding and control of the physical world, the College sought to create a philosophy of man, HUMANICS, which would couple scientific orientation with the Greek ideal of freedom of the mind and the Christian spirit of love of fellow man. (17:6)
According to the 1976-77 College Catalogue, The Humanics concept was described in the following manner:
________
Springfield College offers the undergraduate student an opportunity to participate in a challenging curriculum which concerns itself with today's world. Combining classroom experience with active community participation - the Humanics Philosophy - is the basic theme at the College. experience It is through this learning-doing that Springfield College students prepare themselves better to understand and react to the complexities of the contemporary world. The emphasis at Springfield College is, then, on the education of the total person - the spirit, the mind, the body - with a motivation of service to humanity that is international, intercultural, interracial, and interreligious. (18:7)
As Springfield College nears its centennial year, the importance of humanics at the College has continued over the years. Generations of students and faculty, from different time periods, have interpreted humanics from various points of view. Changes in curriculum have no doubt, had an influence on the interpretation of the term humanics. The major purpose of the research presented in this report has been to devise a method of scientifically measuring and recording the meaning of the concept of humanics to the Alumni of Springfield College. The research reported in this document includes the results from a pilot study completed to develop a Semantic Differential Scale for measuring the meaning of the word humanics. Hopefully, this pilot study will lead eventually to a more complete analysis of the Alumni over the past 50 or more years. The results of such a greater study could be projected for a report to be made on the occasion of the Centennial celebration of Springfield College in 1985.
Other than the obvious interest in the differences and similarities of the meaning of the word humanics to the Alumni over the years of the proposed investigation, the worth of developing an instrument to measure such a concept might have far reaching implications. An instrument such as this might be used in a wiser choice and selection of Students, Faculty, Administrators, Trustees, and Corporators for the College. Another situation where information obtained by use of the Humanics Semantic Differential Scale might be helpful is in planning a curriculum that will provide students with an even deeper understanding of the meaning of the humanics concept in the twenty-first century. Springfield College has a unique contribution to make, and degree programs centering on selected human helping professions appear to have been the chief concern of the College curriculum. Graduating students with a more complete understanding of the humanics concept appears to be the present priority of the College. If the Humanics Semantic Differential Scale developed was able to pin-point precisely the meaning of the word humanics, over the years, the implications would have direct bearing in the Long Range Plans of the College.
STATEMENT OF THE PROBLEM
The major purpose of this pilot study has been to develop a Humanics Semantic Differential Scale to measure the meaning of the word humanics in the minds of the following four groups of individuals from the college community: Trustees, Corporators, Administrators, and Faculty. The Semantic Differential Scale developed was designed to measure two phases of the meaning of the term humanics: 1) the meaning of humanics as the term is related to the concept of general education and 2) the meaning of humanics as the term is related to the emphasis upon the curriculum of humanics at Springfield College.
The major purpose of the investigation was to develop The Humanics Semantic Differential Scale. An attempt was also made to test the instrument developed to determine if similarities and differences in various groups of individuals could be detected through use of the scale.
HYPOTHESES
The data from the pilot study were utilized to test the following specific null hypotheses:
1. There will be no mean difference in total scale scores for males or females responding to the scale.
2. There will be no mean difference in total scale scores for respondents who graduated with an undergraduate degree from Springfield College and those who graduated from other institutions.
3. There will be no mean differences in total scale scores for respondents with the following number of years of exposure to Springfield College: 0-5 years, 6-10 years, 11-15 years, and 16-45 years.
4. There will be no mean differences in total scale scores for respondents contributing various amounts of money to Springfield College: no contribution, contributions less than 100 dollars, and contributions from 100 to 500 dollars.
5. There will be no mean differences in total scale scores for faculty responding from the three divisions in the College: Arts and Sciences; Community Education, and Health, Physical Education, and Recreation.
6. There will be no mean differences in total scale scores for respondents from the four sections of the College Community: Trustees, Corporators, Administrators and Faculty.
Chapter 2
THE SEMANTIC DIFFERENTIAL SCALE
Many types of psychological devices were reviewed and studied before making the decision to use the semantic differential format. Some of this work will be reviewed in this chapter as well as a brief review of techniques used in developing and scoring the Semantic Differential Scale.
RESEARCH COMPLETED AT SPRINGFIELD COLLEGE
Previous research completed by the first appointee as Distinguished Springfield College Humanics Professor, Dr. Seth Arsenian (1966-1969), utilized projective techniques. Dr. Arsenian conducted several studies regarding the values deemed to be inherent to humanics at Springfield College. In 1942, at the American Psychological Association Convention in Boston, Massachusetts, Dr. Arsenian presented a paper entitled "Change in Evaluative Attitudes during Four Years of College." (2:10) Dr. Arsenian stated: ________
In that paper, it was shown that the philosophical orientation of a college (Springfield) acts as a selective criterion in the admission and retention of students. (For three successive years in 1938, 1939, and 1940 our entering Freshmen, tested on the Allport-Vernon Study of Values, showed consistently the same order of dominance of values: religious, political, social, theoretical, economic, and aesthetic). (2:10)
Later in 1957, Dr. Arsenian's paper was selected by Phillip E. Jacob, in his national study of Changing Values in College and was also reported in Dr. Arsenian's book. Dr. Arsenian quoted from the Jacob report as follows:
________
At Springfield College, students' love of people and altruism (social value on the Allport-Vernon Study of Values) increased during their stay so that this became the pre-eminent value for seniors. Such a result is unique among the institutions for which this type of data is available. As freshmen, these students did not start with any greater than average degree of social sensitivity. What happened to their values can hardly be accounted for apart from their particular college experience. (2:10)
The Allport-Vernon Study of Values is a projective type scale, and this type of scale was not accepted as feasible for the proposed investigation since the intent of the proposed scale was to measure attitudes on a mailed questionnaire. Projective techniques were not considered appropriate for this type of research. Consequently, other types of scales were reviewed as more applicable for this particular investigation.
A number of other sources were consulted (5;8;10) as well as discussions with prominent people in the field of social research, including Wm. Koch. (9) When the senior author of the Springfield College Humanics Pilot Study was examining Kerlinger's text, he found a scaling technique known as the semantic differential (8:566-581) This type of scale was considered to be ideal for the type of research planned.
SEMANTIC DIFFERENTIAL SCALING TECHNIQUE
The Semantic Differential Scaling Method was developed by Charles E. Osgood as a research technique designed to measure the meaning of concepts as points in what he called "semantic space." (13) Osgood conceived the Semantic Differential Scale to measure the meaning of words, phrases, or concepts by allowing the respondent to decide how he felt the word fell on a scale between bipolar adjective pair listings. Thus, when attempting to measure the attitudes of a group of respondents toward a concept, the concept was given to the respondents and they were asked to check off from a scale of 1 to 7 what they thought the meaning of the concept was in relationship to the list of bipolar adjective pairs. The purpose of the scale was to develop a particular point in semantic space for the meaning of the particular concept. Osgood's definition of semantic space might be summarized as follows:
________
We begin by postulating a semantic space, a region of some unknown dimensionality and Euclidian in character. Each semantic scale, defined by a pair of polar (opposite-in-meaning) adjectives, is assumed to represent a straight line function that passes through the origin of this space, and a sample of such scales then represents a multidimensional space. The larger or more representative the sample, the better defined is the space as a whole. (13:25)
Osgood's first description of the Semantic Differential Scale is clearly stated as follows:
________
What is meant by "differentiating" the meaning of a concept? When a subject judges a concept against a series of scales, e.g.,
________
each judgment represents a selection among a set of given alternatives and serves to localize the concept as a point in the semantic space. The larger the number of scales and the more representative the selection of these scales, the more validly does this point in the space represent the operational meaning of the concept....
By semantic differentiation, then, we mean the successive allocation of a concept to a point in the multidimensional semantic space by selection from among a set of given scaled semantic alternatives. Difference in the meaning between two concepts is then merely a function of the differences in their respective allocations within the same space, i.e., it is a function of the multidimensional distance between the two points. (13:26)
Osgood's original work was to complete a number of studies attempting to define the factor structure of the adjective pairs used in creating semantic differential scales. Osgood found, consistently, three major factors which appeared over a variety of concept choices. These three factors have been labeled as evaluation, potency, and activity. They are often referred to as the EPA scales. Kerlinger summarized succinctly the work of Osgood as follows:
________
An actual SD consists of a number of scales, each of which is a bipolar adjective pair, chosen from a large number of such scales for a particular research purpose, together with the concepts to be rated with the scales. The scales, or bipolar adjectives, are seven-point (usually) rating scales, the underlying nature of which has been determined empirically. That is, each scale measures one, sometimes two, of the basic dimensions or factors that Osgood and his colleagues have found to be behind the scales: Evaluation, Potency, Activity. These factors may be called clusters of adjectives.... Here are nine of the bipolar adjectives. They are each strongly identified with one of these dimensions or factors. The nature of the dimensions or factors can be ascertained from study of these few scales.
________
Evaluation
Potency
_____Activity
________
good-bad
beautiful-ugly
clean-dirty
large-small
heavy-light
strong-weak
active-passive
sharp-dull
fast-slow
________
These are only a few of the bipolar adjectives that are available for use and that have been empirically tested. Osgood gives a list of 50 scales with their factor identifications and the strength of the identifications. Investigators can, of course, make up SD instruments using these and other adjective pairs.
(8:568-569)
Thus, researchers are free to develop their own concepts to be evaluated, and then to select the bipolar adjective pairs from each of the three major factors as researched by Osgood. Researchers are also encouraged to develop new bipolar adjective pairs which fit in with the particular research undertaking.
Osgood developed the semantic differential scale following the ideas of the Hullian learning theory. Repeatedly he stated that the adjective pairs elicited a response from the respondent in the true classical conditioning use of the term elicit. In describing how humans develop "signs" and "assigns" in use of language, Osgood described the conditioning process as: ________
. . . the development of a sign, according to the mediation hypothesis. Take for illustration the connotative meaning of the word SPIDER. The stimulus-object (S), the visual pattern of hairy- legged insect body often encountered in a threat context provided by other humans, elicits a complex pattern of behavior (RT ) which in this case includes a heavy loading ofTautonomic "fear" activity. Portions of this total behavior to the spider-object become conditioned to the heard word, SPIDER. With repetitions of the sign sequence, the mediation process becomes reduced to some minimally effortful and minimally interfering replica - but still includes those autonomic reactions which confer a threatening significance upon this sign. This mediating reaction (rm) produces a distinctive pattern of self-stimulation (sm) which may elicit a variety of overt behaviors (RX) - shivering and saying "ugh" running out of a room where a spider is said to be lurking, and even refusing a job in the South, which is said to abound in spiders.
The vast majority of signs used in ordinary communication are what we may term assigns - their meanings are literally "assigned" to them via association with other signs rather than via direct association with the objects represented. The word ZEBRA is understood by most six-year olds, yet few of them have ever encountered zebra-objects themselves. They have seen pictures of them, been told they have stripes, run like horses, and are usually found wild...this new stimulus pattern, ZEBRA, "picks up" by the mechanisms already described portions of the mediating reactions already elicited by the primary signs. (16:10)
From research investigations, replicated in various fields, the adjective pairs have been empirically determined to elicit responses along a specific dimension to describe a segment of the semantic space of the particular concept.
Research in the area of Semantic Differential Scales is extremely extensive, covering many different areas and fields of inquiry. The Semantic Differential Sourcebook referred to above is a summary of many of the current uses of the technique. (16) The reader should consult this text for a very complete coverage of the uses of this scaling technique.
Some more recent work by Osgood on the meaning of words across 27 cultures is presented in two recent articles by Osgood. (14, 15) Interesting diagrams of what Osgood termed "semantic slices" from the total semantic space emerge in the three major factor areas. His description of semantic space in this recent article is summarized in the following manner.
________
There are many ways we can slice this semantic cake for analysis and all of them pre- suppose - as do all linguistic and philosophical conceptions of meaning with which I am familiar - that semantic similarity is indexed by similarity in distribution of usage. Thus, descriptive scales are similar to the extent that they are used the same way across subjects and concepts (hard-soft and strong-weak are more similar in meaning than hard-soft and good-bad). Concepts are similar to the extent that they produce the same kinds of "sentences" SYMPATHY (is) slightly hot and DEVOTION (is) slightly hot, SYMPATHY (is) slightly passive and DEVOTION (is) quite passive, and so on, and we can even say that two speakers of a language possess similar semantic systems to the extent that the "sentences" they produce using the concepts and scales are similar. (14:23-24)
The interesting aspect of his recent research is that the same three major factors emerge from data obtained from the 27 cultures surveyed: Evaluation, Potency, and Activity. Osgood has used these three dimensions to describe the meaning of concepts in a three-dimensional semantic space.
Another important aspect of Osgood's two-part publication is what he now declares as "Subjective culture." Is this a new clue for research design? Succinctly, as a new model he employs two discrete subtitles under this newly expressed view: "Probing Subjective Culture: Tool-making" Cross-linguistic (14), and "Cross-Cultural Tool-using." (15) In adapting the semantic differential technique to the Pilot Study, one recognizes the essential purpose of this stage as "Tool-making." The purpose of stage two, the measuring of the meaning of humanics over 50 years, will be "Cross-Cultural Tool-using." It appears that this clue is pertinent to the overall research design. Thus, valid as an instrumental "tool", then if the pilot study be a stratified random sampling of persons over the years would serve the affirmed purpose of the Pilot Study research effort.
Also of significant import is to not overlook the primary need for the disciplined development of an investigator's research design. In full support of this view, note the comments of Kerlinger on the objectives of research design: ________
...to help the reader understand the logic of experimental inquiry and the logic of the various designs. Research designs are alternative routes to the same destination; reliable and valid statements of the relations between variables. Some designs, if feasible, yield stronger relational statements than other designs... (8:374)
When referring specifically to the importance in development of a research design for this Pilot Study, the Senior investigator would be negligent if he did not again credit the contributions of Dr. J. S. Peters and Dr. R. E. Jensen. As Chairman of the Advisory Committee, Dr. Peters provided numerous sessions for consultation with the senior investigator. Also, he made available as models, three of his research studies (15a: 15b; 15c).
Chapter 3
DEVELOPMENT OF THE HUMANICS SEMANTIC DIFFERENTIAL SCALE
The major purpose of this pilot study was to develop the Humanics Semantic Differential Scale which would measure the humanics concept of people associated with Springfield College. The pilot study was designed to test two major aspects of the humanics concept: the meaning of humanics as the term is related to the concept of general education, and the meaning of humanics as the term is related to the emphasis upon the curriculum of humanics at Springfield College.
In developing the Humanics Semantic Differential Scale, 20 concepts were created by the senior investigator specifically for this scale. Each of the 20 concepts represented a part of the total idea of humanics. The first 10 concepts related directly to humanics as representing general education, and the second 10 were designed to relate to the specific humanics curriculum emphasis at Springfield College. The format chosen for the Humanics Differential Scale was to state the concepts as clusters of single words attached by hyphens. In each concept, three to five words were attached together to represent their interdependence. The scale administered in the pilot test listed the 10 general concepts first, followed by the 10 specific concepts.
For the Humanics Semantic Differential Scale developed for the pilot study, 22 adjective pairs were selected; 18 from the work of Osgood, the last 4 adjective pairs were created as new adjective pairs by the senior investigator. Of the 18 adjective pairs selected from Osgood's work, 8 were from the Evaluation factor (good-bad, ugly- beautiful, dirty-clean, valuable-worthless, kind-cruel, sacred-profane, honest-dishonest, unfair-fair), 6 were from the Potency factor (large-small, weak-strong, shallow-deep, heavy--light, cowardly-brave, wide-narrow) and 4 were from the Activity factor (dull-sharp, hot-cold, passive-active, slow-fast). (16: 47-49) The four bipolar adjective pairs developed specifically for this investigation were as follows: people-things, females-males, general education-special education, a "calling"-a "job".
In developing the scale for the pilot testing, the number of concepts and number of adjective pairs were numerous ; however, this procedure allowed for selection of the best concepts and adjective pairs through the statistical analysis of the data obtained from the pilot testing. The procedures used were an attempt to test out many concepts and many objective pairs, selecting then through statistical analysis those concepts and those adjective pairs which would eventually be included in the final scale to evaluate the image of humanics at Springfield College. The semantic differential scale as used in the pilot study may be found in Appendix B.
Chapter 4
SAMPLING PROCEDURES FOR PILOT STUDY
The Semantic Differential Scale developed was sent to 283 subjects, and 137 usable replies were received. This represented a 48 percent response from the total group surveyed. The total group included four distinct sub-groups of subjects: Trustees, Corporators, Administrators, and Faculty. The following numbers of returns were received from each of the sub-groups: 20 Trustees, 15 percent of the total return group of 137; 14 Corporators, 10 percent; 30 Administrators, 22 percent; and 73 Faculty, 53 percent. A summary of the characteristics of the respondents may be found in Table 1.
Table 1
Respondent Sample for Pilot Study All four of the segments of the population have been exposed to the humanics philosophy at Springfield College. It is interesting to note that slightly more than one third of the total population (283) were Alumni from Springfield College, and that slightly less than two thirds of those who returned the scale (137) were not baccalaureate degree graduates of Springfield College. The range in exposure of the respondents was from 2 to 40 years of time spent on the Springfield College campus.
Chapter 5
ANALYSIS OF DATA
The analysis of data for the pilot testing of the Humanics Semantic Differential Scale may be summarized in the following subsections: 1) Descriptive Analysis, 2) Factor Analysis of 20 x 22 Matrix for the Adjective Pairs, 3) Selecting of the Concepts to be used on the final form, 4) Factor Analysis of the 10 x 10 Matrix for Concepts Selected, 5) Comparisons made with Tests of Significance of Difference of Means for Various Groupings and 6) Profiles for the Various Groups on Mean Responses for each Adjective Pair.
DESCRIPTIVE ANALYSIS
The responses for each of the 22 adjective pairs for each of the 20 concepts were punched on cards for data analysis by the computer. The adjective pairs were scored 1 through 7, and those adjective pairs listed in reverse order were subjected to a computer program to reverse the scaling so that all adjective pairs were scored on the 1-7 scale with 7 being the positive end of the continuum. Determination of the positive end of each adjective pair continuum used from Osgood's work may be found in the literature. (16: 47-49) The positive ends for each of the four newly created adjective pairs were as follows: people, males, special education, a "calling".
The first analysis consisted of having the computer list each of the 440 frequency distributions for each adjective pair for each concept. The distributions are available for inspection, but are not included in this report. The importance of the distributions was to obtain information on how many subjects answered a particular adjective pair or a particular concept with a blank. This information was used in making decisions for the selection of both adjective pairs and concepts: the more responses that were blank, the lower the rating for that particular adjective pair or concept.
The descriptive analysis included computations of the means and the standard deviations of each adjective pair per concept. These data are available, but not included in this report. The means and the standard deviations were then computed for each concept, collapsing over the 22 adjective pairs. These data will be presented in the concept section, since the standard deviations were used to select the concepts for the final form of the scale.
FACTOR ANALYSIS FOR THE 20 x 22 MATRIX FOR THE ADJECTIVE PAIRS
The purpose of the factor analysis on the 20 x 22 adjective pairs was to determine if the Humanics Semantic Differential Scale developed would replicate work by Osgood, as well as to see how the four additional adjective pairs (developed specially for this study) fitted into the known factor structure from Osgood's research. A principal components factor analysis (SPSS - PA2) was run on the 20 x 22 matrix summing each adjective pair across all 22 concepts. (12) The factor analysis starts with the 20 x 22 matrix of intercorrelations among the 22 adjective pairs. The intercorrelations are available, but are not included in this report. Table 2 is a listing of all the factor loadings from the rotated factor matrix for each of the adjective pairs. In all of the research reported by Osgood, he continually mentions obtaining three major factors: 1) Evaluation, 2) Potency, and 3) Activity. Three factors were also found in the results of the factor analysis computed for the Humanics Semantic Differential Scale.
Each of the 18 adjective pairs taken from Osgood's work had been classified by him according to the three major factors. When selecting the adjective pairs for the final scale, the main criterion for selecting was a high factor loading on the same factor as was listed for that adjective pair by Osgood. Many of the adjective pairs replicated the work of Osgood and only those adjective pairs that matched his classification were selected. It was decided, arbitrarily, to limit the final form to 10 adjective pairs, with the majority from the evaluative factor. (16:47-49)
To make the final selection of adjective pairs, the adjective pairs were listed in rank order, according to the factor loadings, separately by each of the three major factors. For instance, the first 10 adjective pairs, according to the rank order of factor loadings, from the first major factor (Evaluation) in the factor analysis computed for this investigation were as follows: 1) dirty-clean : .86999, 2)dishonest-honest: .85550, 3) unfair-fair: .84655, 4) cowardly-brave: .83338, 5) cruel-kind: .83144; 6) ugly-beautiful: .83132, 7) weak-strong: .78570, 8) bad-good: .76617 9) worthless-valuable: .75353, and 10) profane-sacred: .74052. The first six of these adjective pairs that had also been classified as evaluation adjective pairs by Osgood were selected: dirty-clean, dishonest-honest, unfair-fair, cruel-kind, ugly-beautiful, bad-good. Cowardly-brave had been classified by Osgood as both evaluation and potency and weak- strong had been classified by him as Potency: thus, these two adjective pairs were eliminated. Now six evaluation adjective pairs had been selected for inclusion on the final scale.
Table 2
Rotated Factor Matrix for Principal Components Factor Analysis for 20 x 22 Matrix for Adjective Pairs
For the second factor (Potency) the first three adjective pairs were selected for the final version of the scale. These three adjective pairs had double classifications, with potency being definitely the strongest factor and evaluation being a secondary factor according to Osgood's research. The same type pattern was obtained in this research; and, thus, they were selected since they replicated the work of Osgood. The three adjective pairs selected were narrow-wide, small-large. and shallow-deep. (16:47-49)
The only factor selected from the third major factor (Activity) was one of the newly developed adjective pairs (A "Job" - A "Calling") specifically designed for this investigation. It was the adjective pair with the highest loading in this third factor, and was selected over other adjective pairs for many of them were either from the evaluation or potency factors according to Osgood's classification. The only other adjective pair that came up high on this third factor that agreed with Osgood's work was the adjective pair of cold-hot.
Table 3 presents the 10 adjective pairs that were the final selections for inclusion on the Humanics Semantic Differential Scale.
Table 3
Adjective Pairs Selected for the Humanics Semantic Differential Scale SELECTION OF THE CONCEPTS
Using all responses for all of the 22 adjective pairs, the adjective pair information was summarized as means, standard deviations, and ranges for each of the 20 concepts used in the pilot testing data. These statistics follow in Table 4 and were the basis for making the decision as to which of the 20 concepts would be selected for the final version of the scale. In the pilot testing data, the first 10 concepts were to represent the humanics philosophy in general, and the last 10 concepts were to represent the humanics philosophy as specifically applied to Springfield College. It was decided, arbitrarily, that the final version of the scale would be limited to 10 concepts, 5 from each category. The criteria for selecting concepts were as follows: 1) concepts with high percentage of blank responses would be eliminated since they probably were confusing to the respondents, 2) concepts with wording deemed confusing were eliminated since they might cause confusion in answering the scale on a mailed questionnaire, and 3) concepts with the largest standard deviations were accepted first since the criterion by which Osgood accepts concepts is based on the fact that an acceptable concept will spread the responses over a large range of the scale. (8:570) In Table 4, the concept means are based on the score for each subject totaled across all 22 adjective pairs. Thus, if the subject were directly in the middle of the scale and answered all 4's, the mean would be 88. It may be noted that the average response was well above an 88 for all concepts. The possible range of scores would be from 22 through a score of 154.
Table 4
Descriptive Statistics for all 20 Concepts summed across all 22 Adjective Pairs Table 5 lists the 10 concepts from the general humanics philosophy grouping with the rank order given for the size of
the standard deviation. The concepts are listed as accepted or rejected according to 1) the rank order of the standard
deviation, and 2) the fact that they were deemed confusing and thus rejected.
Table 5
Acceptance of Concepts from the 10 Original Concepts in the General Humanics Section
A similar presentation is given in Table 6 for the 10 concepts related to the specific interpretation humanics philosophy at Springfield College
Table 6
Acceptance of Concepts from the 10 Original Concepts in the Area Specifically Related to Springfield College
After making the selection of the 10 concepts and the 10 adjective pairs which would be used in the final version of the Humanics Semantic Differential Scale, the responses of the subjects were totaled using only the concepts and adjective pairs selected. All of the analyses that follow use the revised scale score for each of the 137 subjects, using only the 10 adjective pairs and 10 concepts that were selected from the statistical analysis. It was decided to include definitions of the words attached by hyphens for each concept in the revised version of the scale. The final revised form and directions for respondents may be found in Appendix C.
FACTOR ANALYSIS OF THE 10 x 10 MATRIX FOR THE 10 CONCEPTS SELECTED
The purpose of the factor analysis on the 10 concepts selected for the final version of the scale was to determine what type of factor structure would be shown by these concepts. The hypothesis under investigation was whether or not the concepts truly represented the two basic factors developed by the test developer: concepts representing the humanics concept in general and concepts representing the humanics philosophy as interpreted at Springfield College. This was a very important construct validity check for the Humanics Semantic Differential Scale developed. A principal components factor analysis (SPSS - PA2) was run on the 10 x 10 matrix of intercorrelations between the 10 concepts. (12) These intercorrelations are available, but not included in this report. Table 7 lists the factor loadings for the two factors that were produced in the rotated factor matrix. The hypothesis was supported by the factor structure from the factor analysis since the first five concepts had high loadings on factor two (general humanics philosophy) and the last five concepts had high factor loadings on factor one (humanics philosophy as interpreted at Springfield College). None of the 10 concepts had a high loading on the factor opposite for which it was intended. The factor one (specific humanics philosophy) was a purer factor, since one can observe the loadings were higher on this factor. The factor analysis supports the validity of the Humanics Semantic Differential Scale as measuring both factors effectively when
utilizing the 10 concepts selected for the final version of the scale.
COMPARISONS MADE WITH VARIOUS GROUPINGS
A number of comparisons with the classification data were possible for the various groupings within the total sample
of scores obtained on the pilot test data. The analyses made are included in this section of the report.
Table 7
Rotated Factor Matrix for Principal Components Factor Analysis for 10 x 10 Matrix for Concepts
Comparison of Males to Females
The results of the comparison between the sexes are presented in Table 8. The difference between the means for the
total scores on the revised scale for the two sexes was not significant when using the .05 level of significance.
Table 8
Comparison Between the Responses of Males and Females
Comparison of Springfield College Undergraduate Degree Recipients and
Recipients of Undergraduate Degree from another Institution
The analysis for this comparison is presented in Table 9. The difference between the means between subjects who
graduated with an undergraduate degree from Springfield College and those who graduated from other institutions
was not significant at the .05 level of significance.
Table 9
Comparison Between the Responses of Springfield College Undergraduate Degree Recipients and
Recipients of an Undergraduate Degree from another Institution
Comparison of Groups with Different Years of Exposure to Springfield College
The respondents were classified into four groups according to the number of years each respondent had spent on the
campus of Springfield College. The groups were as follows: 1) 0-5 years, 2) 6-10 years, 3) 11-15 years, and 4) 16-45
years. A randomized groups analysis of variance was computed to determine the differences among the means for the
total scores of the subjects from the four groups. Table 10 presents the ANOVA results and indicates no significant
differences.
Table 10
Randomized Groups ANOVA for Four Groups Representing
Various Years of Exposure to Springfield College Humanics Idea
The means for the four groups were as follows: 1) 502.9675 (n = 31) (0-5 years), 2) 503.8679 (n = 53) (6-10 years), 3)
518.8181 (n = 22) (11-15 years), and 4) 531.3225 (n = 31) (16-45 years).
Comparison of Groups according to Amounts of Contribution
The mean scores on the revised scale for three different amounts of contribution groups (according to the contribution
given in the year of the survey - 1974-1975) were compared using a randomized groups analysis of variance. The
groups were as follows: 1) contributed nothing 2) contributed less than 100 dollars, and 3) contributed from 100 to
500 dollars. The analysis summarized in Table 11 indicates no differences in the means for the three contribution
groups.
Table 11
Randomized Groups ANOVA for Three Groups Representing Various Amounts of Contributions to Springfield
College
The means for the three groups were as follows: 1) 505.6152 (n=65) (no contribution), 2) 511.8157 (n=38) (less than
100 dollars), and 3) 536.8213 (n=28) (from 100 to 500 dollars in contribution). Not included in this analysis are six
subjects, four who contributed sums between 500 and one thousand dollars (mean = 443.25) and two who contributed
over one thousand dollars (mean - 532.00).
Comparison of Faculty by Division
The 73 faculty respondents were divided into divisional groupings, and an analysis was made of the means for the
three groups. Table 12 presents the findings of the randomized groups analysis of variance of the difference between
the means of the three groups. The difference was significant beyond the .05 level of significance
Table 12
Randomized Groups ANOVA for Three Divisions Analyzing Faculty Respondents
The means for the divisions were as follows: Arts and Sciences (n = 34) 485.2646: Community Education (n = 8)
468.0000; Health, Physical Education, and Recreation (n = 31) 542.6450. The Duncan Multiple Range Test indicated
the only significant difference was that the Health, Physical Education, and Recreation Division had a higher mean
score than the Community Education Division.
Comparison of Trustees, Corporators, Administrators, and Faculty Groups
The four groups involved in the total sample for the pilot testing data included 20 Trustees, 14 Corporators, 30
Administrators, and 73 Faculty respondents. A4 x 10 mixed design factorial analysis of variance was computed to test
the differences among the means of the four independent groups and, at the same time, test the difference among the
10 concepts (treated as a repeated factor). The Data-Text Repeated Measures ANOVA for unequal cells was used to
obtain the calculations. (1) The summary table is presented in Table 13.
Table 13
Summary Table for the 4 x 10 Repeated Measures ANOVA for the Analysis of Respondent Groups and 10 Concepts
The Neuman-Keuls Multiple Comparison Method was used to analyze the differences among the 10 concept means.
The Newman-Keuls procedure is more appropriate for multiple comparisons involving many means since it keeps the
alpha level at a constant .05 level for each comparison made. The results of the multiple comparison may be
summarized in the following chart. When a mean has a line drawn under it and attaches it to another mean, that
indicates that those means are not significantly different from each other.
In the chart the concepts have been listed from left to right in descending order of magnitude of the concept means: in other words, Concept N had the highest mean. It is interesting to note that Concept N was clearly significantly higher on the positive end of the continuum than the other concepts and that concept N is probably the most commonly known idea of what the humanics philosophy is at Springfield College. (Concept N = Educate-Principles-Serving Others).
PROFILES FOR THE VARIOUS GROUPS
A pictorial analysis of the results of the revised scale may be found in the profiles attached at the end of this report. See Figures 1 - 8. Osgood used profiles like this as a method of describing the manner of responding of various groups. (12:33) The profiles represent the various groups listed as follows: Total group of respondents: Trustees; Corporators; Administrators, Total Faculty; Faculty from Arts and Sciences; Faculty from Community Education; and Faculty from Health, Physical Education, and Recreation. The profiles represent the means for each of the adjective pairs (summing across all 10 concepts) for each of the groups. This profile approach indicates subtle differences in interpretation for each of the groups and is the picture of how the group generally responded to all 10 concepts. The separate profiles for each of the 10 concepts were also computed and graphed, yet they are available but not included in this report. It must be remembered that the analysis of variance for groups (Trustees, Corporators, Administrators, and Faculty) indicated no significant differences among means. The analysis of variance for faculty groups indicated that the Health Physical Education, and Recreation faculty had a higher iean than the Community Education faculty group.
Figure 1 - Profile for: The Entire Population of Respondent (N=137) Figure 2 - Profile for: Trustee Respondents (N=20) Figure 3 - Profile for: Corporator Respondents (N=14) Figure 4 - Profile for: Administrator Respondents (N=30) Figure 5 - Profile for: Total Faculty Respondents (N=73) Figure 6 - Profile for: The Faculty Respondents from the Division of Arts and Sciences (N=34) Figure 7 - Profile for: The Faculty Respondents from the Division of Community Education (N=8) Figure 8 - Profile for: The Faculty Respondents from the Division of Health, Physical Education and Recreation (N=31) SUMMARY OF THE FINDINGS
The major findings from the pilot testing of the Humanics Semantic Differential Scale are listed as follows:
1. The construct validity of the scale was supported by the principal components factor analysis of the 10 x 10 matrix for the 10 concepts selected for the final version of the scale. Two major factors emerged which confirmed the hypothesis that there were two major groupings of concepts: five concepts involved in interpreting the general humanics philosophy - labeled general concepts: and five concepts involved with the interpretation of the humanics philosophy specifically for Springfield College - labeled specific concepts. Since these two major groupings of concepts were proposed at the beginning of the investigation, this analysis supports the validity of the scale as conceived by the test developer.
2. No significant difference was found between the mean scores of men and women respondents when considering the scores obtained on the revised version of the scale.
3. No significant difference was found between the mean scores of those respondents who graduated with an undergraduate degree from Springfield College in comparison to those who graduated from other institutions.
4. No significant differences were found among the mean scores of respondents who had various numbers of years exposure to the campus of Springfield College. 5. No significant differences were found among the mean scores of respondents who contribute various amounts of money to Springfield College.
6. The faculty from the different divisions on campus showed some differences in mean response level on the revised scale. The means for the three groups were as follows: 1) Health, Physical Education, and Recreation Division - 542.6450, 2) Arts and Science - 485.2646, and 3) Community Education - 468.0000. The only significant difference, using the .05 level of significance, indicated that the Health, Physical Education, and Recreation mean was significantly higher than the Community Education group mean.
7. No significant differences were found among the means of the following groups: Trustees, Corporators, Administrators, and Faculty.
8. Significant differences were found among the 10 means with the concept of Educate-Principles-Serving-Others, clearly being ranked more positively by the subjects than other concept areas.
CONCLUSIONS
The findings from the testing of the specific hypotheses would lead to the following conclusions concerning differences in interpretation of the term humanics from the various groups responding:
1. Males and females do not differ in their interpretation of the term.
2. Respondents who graduate from Springfield College with a baccalaureate degree do not differ from those who graduate from other institutions.
3. Various numbers of years of exposure to the Springfield College campus do not appear to have an influence on the interpretation of the term humanic.
4. Respondents who contribute various amounts of money to the school seem to have similar interpretations of the humanics concept.
5. Faculty from the three diversions have similar ideas concerning the term humanics, yet some differences might be found between the Community Education Division and the Division of Health, Physical Education, and Recreation.
6. Trustees, Corporators, Administrators, and Faculty appear to have a similar interpretation of the term humanics.
The overall conclusion for the investigation would be that the revised Humanics Semantic Differential Scale indicates construct validity for measuring the conceptual framework of the humanics philosophy in general and specifically as applied to Springfield College. The revised scale is capable of detecting similarities and differences in various groups and would appear to be a valid instrument for measuring the meaning of the term humanics.
RECOMMENDATIONS
The next phase of the total research investigation will be to use the Humanics Semantic Differential Scale to measure the meaning of the term humanics to the graduates from Springfield College over the last 50 or more years. The results of such an investigation will be of interest to those who would like to compare the changes in the meaning of the term humanics in the various age groupings, which would probably reflect the emphasis given to the humanics philosophy over the years investigated.
BIBLIOGRAPHY
1. Armor, David J. and Arthur S. Couch. An Introduction to Computerized Social Data Analysis -- Data Text Primer. New York: The Free Press, 1972.
2. Arsenian, Seth, ed. The Humanics Philosophy of Springfield College. Springfield, Massachusetts: Springfield College Press, 1970
3. Collens, T. Wharton. Humanics. New York: D. Appleton and Co., 1860.
4. Doggett, L.L. Man and a School. New York: Association Press, 1943.
5. Hartman, Robert S. The Structure of Value. Carbondale and Edwardsville, Illinois: Southern Illinois University Press, 1967.
6. Hopkins, M. An Outline Study of Man. New York: Scribner-Armstrong, 1873.
7. International Young Men's Christian Association Training School. Sixth Catalogue, 1890-1891.
8. Kerlinger, Fred N. Foundations of Behavioral Research 2nd ed. New York: Holt, Rinehart and Winston, 1973.
9. Koch, William H. Associate Director of the Center for Social Service and Associate Professor at The University of Wisconsin - Extension Service. Correspondence and telephone calls in 1974.
10. Likert, Rensis. "A Technique for the Measurement of Attitudes." Archives of Psychology. 22: 44-55, 1932
11. The New Encyclopedia Britannica (15th Edition) W.B and H.H. Benton Publisher. Copyright under Pan American and Universal Copyright Conventions. 1974. (30 vols.)
12. Nie, Norman H. and others. Statistical Package for the Social Sciences, 2nd. ed. New York: McGraw-Hill Book Company, 1975. 13. Osgood, Charles E., George J. Suci, and Percy H. Tannenbaum. The Measurement of Meaning. Urbana, Illinois: University of Illinois Press, 1957.
14. Osgood, Charles E. "Probing Subjective Culture - Part 1: Cross-linguistic Tool-making." Journal of Communication. Winter, 1974.
15. Osgood, Charles E. "Probing Subjective Culture - Part 2: Cross-Cultural Tool-using." Journal of Communication. Spring, 1974.
15a. Peters, James S. Socio-Economic Egocentrism in Delinquents and Non-Delinquents. Studies in Higher Education LXXXV, Further Studies in Attitudes Series XXIII, Purdue University, Division of Educational Reference, February, 1957. (Also found in reference number 16:663)
15b. Peters, James S. Bureau of Vocational Rehabilitation, Connecticut State Department of Education. "Attitudes of Delinquents as Measured by the Semantic Differential Scales." Journal of Individual Psychology. 14:182-184, November, 1958.
15c. Peters, James S. Scale of Socio-Egocentrism. Connecticut State Department of Education, and University of Hartford, Copyright 1964.
16. Snider, James G. and Charles E. Osgood, Semantic Differential Technique - A Sourcebook. Chicago: Aldine-Atherton, 1969.
17. Springfield College, Catalogue. Springfield, Massachusetts: Springfield College Press, 1969-1971.
18. Springfield College, Catalogue. Springfield, Massachusetts: Springfield College Press, 1976-1977.
19. Springfield College, The Ten-year Report of the President, 1965-75; Springfield College Alumni Bulletin: Volume 50, Number 4, January, 1976.
20. Webster, Noah, Dictionary of the English Language. Springfield, Massachusetts: G. and C. Merriam Company, 1864.
21. Webster, Noah. Webster's Third New International Dictionary. Springfield, Massachusetts: G. and C. Merriam Company, 1971.
Appendix A
Origin and Use of the word Humanics: An Overview
The original idea and word humanics was coined, in 1860, as the title of a book by T. Warton Collens, Esq. The book, HUMANICS, was published by D. Appleton and Company and was distributed from both New York City and London. Professor Collens taught political philosophy at the University of Louisana. He was also the Ex-Presiding Judge, City Court of New Orleans, Louisiana. The essence of his book dealt with a case for "constructing a 'Science of Human Nature'." (3:2)
To avoid the risk of oversimplifying Professor Collens' ideas on the meaning of the word humanics, his thoughts from his Prologue from the book are quoted directly here:
________
Humanics brings all truth to bear upon man; seeks to prove his title to all that is peculiarly his own; makes him the focus of intellectual vision.
Philosophy, on the contrary, gathers all truth to generalize, independently, upon all existing things; seeks to find the common property of all existences and phenomena; displays the light of an intelligence all over the universe.
Humanics brings many truths to converge upon man. Philosophy views all truth as radiating from some grand principle, on which man and everything else must rely.
Hence, Humanics must look into the whole nature of man; Zoology describes him only so far as he belongs to a series of sensational organizisms. Psychology contemplates him only as an intellectual being. Ethics regards him only in his emotional character. Physiology observes him only as the vehicle of vital functions. action. History depicts him as performing action.
But man is not merely sentimental, moral, vital or automatic; he is all of these together. Hence, it is necessary, in order to know him, to bring back these elements to their common centre, and to reconstitute the human unit. (3:12)
HUMANICS-OUTLINE
See text copy for outline Professor Collens continued to describe the meaning of the term Humanics in the following way:
________
And thus, taking man as sensation, thought, emotion, vitality, and action forming ONE organism, we proceed to our investigation. This division is the most radical, and withal the most adequate I can find, in the least number of general terms, to comprise all the phenomena exhibited by man as an organic entity. A lesser number would exclude many facts--many realities; so that a portion of the whole truth being omitted, we would often fail to make a just estimate or explanation of whatever we may be striving to solve or expound. (3:13)
Professor Collens presents a graphic display of the properties of man which is copied here, by permission of the publisher, from the frontispiece of his book.
In considering further the meaning of the term humanics, many dictionaries were consulted for the exact definition of the term. In the fifth printing, in 1864, of Noah Webster's Dictionary of the English Language the word humanics was included and defined as follows: "the doctrine or science of human nature, or of matters pertaining to humanity." (20:643 c3) The term humanics was, thus, defined before the turn of the century and was destined to become used extensively all over the world. The most recent edition of Webster's dictionary, Webster's Third New International Dictionary, published in 1971, also includes the term humanics. The following definition is listed for the term in this newer version of the dictionary: "a subject that treats of human nature or human affairs." (21:1100 c3)
The term Humanics has been used extensively at Springfield College for a number of years and it has taken on a special meaning for the College. The remainder of this Appendix deals with the manner in which the term has been used at Springfield College over the years. Chapter 1 of the full report emphasizes the importance of President Doggett in the establishment of the philosophical bases for the school later to be called Springfield College. In Chapter IV of his book, entitled "Launching the Independent Institution", he cites two clues for the potential growth of the future of the College. He first emphasized the importance of strengthening the academic work at the College so as to move beyond the "training school" approach to a more complete or rounded education of the entire person. He emphasized the importance of obtaining permission from the State Legislature to grant Bachelor degrees from the College. He states these ideas clearly as follows:
________
....as early as my second year (as President) at the College, in my report for 1897-1898, I recommended that a committee be appointed to petition the State Legislature for the right to grant degrees. It would materially add to our entire enterprise if we possessed the privilege of granting degrees. Our work has reached a plane of efficiency that is well worthy of such recognition. (4:106)
He emphasized the point of moving toward a curriculum centered around the term humanics in the following quotation:
________
We had made progress in developing two specialized courses -- one for training Association Secretaries and one for physical directors; but experience was showing that both needed better foundations. We had been sending out men with excellent technical training, but we came to see that our graduates must be more than that. They must be master builders, men who would know why and when and how to apply the techniques that they had learned. They must know more than methods and techniques: they must know how to diagnose and prescribe. Recognition of this need led to the development, step by step, slowly because always feeling our way, of our general course. It came to comprise two divisions: (1) the humanics dealing with the study of man; and (2) the cultural. (4:88-89)
The closing lines penned by Dr. Doggett in his fourth chapter appear pertinent to include in this Appendix:
________
The evolution of the course in humanics is the college's great adventure in higher education, and the development of the secretarial and physical courses represents its equally significant adventure in professional training. (4:94)
During the years 1958-1965, Dr. Glenn A. Olds served as President of Springfield College. The senior author's long time colleague, Dr. Seth Arsenian described Dr. Olds in the following quote from a report on Humanics made by Dr. Arsenian: ________
President Glenn A. Olds, believing strongly in the philosophy of Humanics, wanted its continuous study and application; and to do this, he proposed the establishment of a chair of the Distinguished Springfield Professor of Humanics in 1964. The Trustees acted favorably on this proposal. (2:4)
From the year 1966 through June of 1976, four persons have been appointed to serve as Distinguished Springfield Professor of Humanics. The gentlemen are as follows:
1966-1969 -
Dr. Seth Arsenian, Professor of Psychology at Springfield College; 1938-1943, 1945-1969. Upon retirement, he was appointed to the status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1969-1972 -
Dr. H. H. Giles founded New York University Center for Human Relations, Recipient of New York University's Great Teacher Award. Dr. Giles came to New York University in 1944 as Director of its Bureau of Intercultural Education. Graduated from Amherst 1923, received Master's degree from University of Wisconsin - 1937, and Ph.D from Ohio State University in 1942. Consultant to and Professor in many organizations and institutions.
1972-1975 -
Dr. Charles F. Weckwerth, Professor of Recreation at Springfield College; 1946- 1975. Professor of Physical Education; 1931-1938. He was the first Alumnus to be appointed to the position - Class of 1931. Upon retirement, he was appointed to status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1975-1976 -
Rev. Holmes N. Vanderbeck, Professor of Religion at Springfield College; 1946-1976. Upon retirement, he was appointed to status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1976 -
Professor Charles E. Silvia, Professor of Physical Education at Springfield College; 1937-1944, 1946 - .
In the Fall of 1965, Wilbert E. Locklin was appointed President of Springfield College to succeed Dr. Glenn A. Olds. As of September 31, 1976, President Locklin will have successfully completed 11 years of tenure in the office of President. This is the longest tenure in office, with the exception of Dr. Doggett who was President for 40 years, 1896-1936.
Dr. Arsenian identified each of the presidents of the College and commented on their individual contributions to the concept of humanics to Springfield College. He comments on the contributions of Dr. Locklin in the following manner:
________
The successors of (so named) have all, each in his own way, interpreted and served the concept of Humanics as the distinctive philosophy of Springfield College. (2:4)
I have left to the last the acknowledgement of genuine gratitude to Dr. Wilbert E. Locklin, without whose enthusiasm and provision for financial assistance this volume would not have been possible. But much more than his contributions, we at the College are in his debt for his unpretentious but very effective dedication to the Humanics philosophy and its realization in the life of the College. It is he who wrote Chapter X - The Possible Dream. dream, He lives by that and it is that dream that keeps him at the increasingly demanding job of being President of Springfield College. I hope he stays with it for many years to come. (2:iii)
When the senior investigator suggested initially to the Faculty assembled that a study be conducted concerning the image of Humanics at Springfield College, President Locklin was the first to endorse such an idea. When the Semantic Differential Scale was developed and ready for mailing for the pilot testing, President Locklin drafted a letter, under his Office of the President, to invite participation from the persons to whom the scale was mailed.
Both investigators suggest that interested readers might obtain a copy of The Ten-year Report of the President, 1965-1975. (19) In this report, President Locklin writes of the survival of Springfield College. He speaks to the essence of the College when he summarizes the significance of Humanics at Springfield College: ________
Briefly, we must maintain the traditional strengths of Springfield as exemplified best in its Humanics philosophy: training the entire man and woman, in Spirit, in Mind, and in Body, to be of service to all for the remainder of their lives. We must concentrate upon those things we do best and avoid the tendency toward homogenization that has made too many American Colleges indistinguishable from too many others.
We must actively seek, find, and encourage to enroll the special kind of young men and women who will be most responsive to our purposeful Humanics philosophy.
Because fiscal integrity will continue as a critical area, care must be taken not to permit ourselves tuition increases as a simplistic response to inflationary pressures.
We need to foster our tradition of academic excellence by maintaining the finest faculty we can identify. We need and must have the continued commitment of dedicated alumni and trustees, generous with their time and talent and resources.
In my ten years here, I have seen increasing evidence of this commitment and capability in all aspects of our College--from students, trustees, alumni, parents, and friends. For almost a century we have proved our right to flourish in the select community of higher education.
I truly believe that Springfield College is stronger today than it was a decade ago. I fully expect Springfield College to be stronger a decade from now than it is today. (19)
Appendix B
B. Instructions and Forms sent to Respondents
SPRINGFIELD COLLEGE
WILBERT E. LOCKLIN, President
May, 1975
Dear Corporator:*
More than a decade ago the Trustees and Corporators created an academic chair for the Distinguished Springfield Professor of Humanics. For some years the recipient of that post has been Professor Charles F. .Weckwerth.
Dr. Weckwerth will be retiring from active faculty duty later this year. His current activity consonant with the purposes as prescribed by the Board of Trustees for the Humanics Professorship involves research concerning Humanics which is dependent upon cooperation from many including yourself.
This note is to ask of you what I already have agreed to do, and what thousands of others are being asked to do. Will you kindly take the time to complete the questionnaire and return it to Professor Weckwerth in the envelope provided.
Thank you in advance for your participation.
Sincerely,
*A copy of this letter has also been sent to the Trustees and the Administrative Staff.
SPRINGFIELD COLLEGE
April 28, 1975
Dear Colleague:
Attached is an instrument, along with instructions, which you are asked to use and return on behalf of the study being done by the Distinguished Springfield Professor of Humanics. This instrument, Semantic Differential, has been cited by prominent critics of the analysis of meaning as one which has received emphatic cross group and cross cultural verification, and as one which is good, active, and potent. Despite my acknowledgement of the myriad of forms you are asked to complete each week in addition to your heavy official and informal work load, I ask that you cooperate with Dr. Weckwerth on this worthwhile study by completing and returning this exercise promptly.
The potential usefulness of his findings is, I believe, high, and your contribution will be much appreciated.
Sincerely yours,
Paul U. Congdon
Academic Dean
PUC -v
MEMORANDUM
March 1975
TO: Persons Related to the Purpose of Springfield College, Springfield, Mass.:
Corporators; Trustees, Administrator, Faculty.
FROM: Charles F.Weckwerth, Distinguished Springfield College Professor of HUMANICS
SUBJECT: INFORMATION 6 INSTRUCTIONS for a Pilot Study of HUMANICS (ENCLOSED): as a CONCEPT (since 1885) & its reason for being an Institution dedicated to The Education of the WHOLE PERSON, in the SERVICE of ALL PEOPLE.
COMM: Dean P.U. Congdon; Dr's M.K. Miller, J. E. Prters (Chr), E:.W. Seymour (Research Coord)
I. INFORMATION:
____
A. Purpose: It is the initial purpose of this Pilot Study, to invite responses from 283 current participants, each of whom serve an assigned function, and each eminating from one of the four groups listed in the salutation, toward the following ends:
_____1. To capture the essence, in the meaning of Humanics - Interpreted through samples of alternative verbal responses - by both GENERAL & SPECIAL views of HUMANICS - being our common purposes, via a variety of special disciplines, AS PERCEIVED BY THE ABOVE MENTIONED 283 persons; each of whom participate within the four related groups, on four (4) levels of responsibility.
_____2. All of the above RESPONSES will be measured by a communication device and method, known in Research Centers as, "The Semantic Differential Technique"; an invention by Professor Charles E. Osgood, Et al, Director of the Institute of Communication Research, University of Illinois.
B. Objectives: It is our goal to obtain a composite image of Humanics from among the persons who share, on all levels, the responsibilities of, and the accountability for, "Springfield College's Adventure in Higher Education", Now, for some ninety years, it is timely, and essential, as also it is challenging to engage in this STIMULUS-RESPONSE,"SD", Pilot Research.
_____1. To make this initial Pilot Study; Spring, 1975, and Alumni-ae in Fall, 1975;
_____2. To develop from the data assembled a Research Design;
_____3. It is hypothesized that the study will be used to assemble a Grand Design of Humanics for the 21st Century...similar to the challenge, opportunity and privilege, of those who have served before us, by recording the "drum beat" of HUMANICS - as today, it throbs in the hearts and minds of our Alumni-ae from the Classes of 1917-1972, and SC Corporation-1975;
_____4. It is hypothesized that a measurable and graphic continuum of our Humanics Image is not only possible to objectify, via use of "SD" as a technique, but more importantly, that such an effort, as being exercised by those best prepared to chart SC's role for the 21st Century for LIVING MOST BY SERVING BEST, be initiated promptly to accomplish appropriate planning for celebrating SC's Century of Leadership, with YOUTH.
II. INSTRUCTION: From the literature of Prof. C. E. Osgood - inventor of "SD" ____
A. "The semantic differential is essentially a combination of controlled association and scaling procedures, We provide the subject i.e.each respondent) with a concept to be differentiated and a set of bipolar adjectival scales against which to do it, his only task being to indicate for each item (pairing of a concept with a scale), the direction of his (or her) association, and its intensity on a seven-step scale...
B. . . . It is apparent that if we are to use linguistic encoding as an index of meaning we need (a) a carefully devised sample of alternative verbal response which can be standardized across subjects, (b) these alternatives to be elicited from subject rather than emitted so that encoding fluency is eliminated as a variable, & (c) these alternatives to be representative of the major way in which meanings vary". (Reference below, pgs. 57-58)
C. Enclosed set of stapled forms scoring 20 Humanics (alternative) CONCEPTS, comply with "SD" criteria above: Osgood, C. E. Snider, J. G. Semantic Differential Technique. Chicago. ALDINE Publ. Co. 1969
SPRINGFIELD COLLEGE - SPRINGFIELD, MASS.
SC Pilot Study of HUMANICS - The Office of HUMANICS
(CFW) - Spring 1975
(COMPONENT CONCEPT (A)-(J)
HUMANICS, focusing on the Human Group, assumes also, EACH PERSON is ONE UNIT:
i.e. A TOTALITY - WHOLE - UNDIVIDED
(COMPONENT CONCEPT (K)-(T)
"SC" HUMANICS-CURRICULUM focuses on the Education of the WHOLE PERSON, in the SERVICE OF ALL PEOPLE:
i.e. Each person is ONE UNIT; SELF-moving-feeling-thinking.
PLEASE: As you evaluate 20 CONCEPTS (by use of bi-polar terms (1-22) on each page) REACT IMMEDIATELY, for most valid results.
: JUDGE on basis of what EACH CONCEPT MEANS TO YOU by marking X in a space nearest ONE of two bi-polar adjectives.
: ON each line, MARK only ONE X-in one of 7 spaces-nearest the more appropriate word of the two bi-polar adjectives.
: NOTE - Are ALL page X'd?
COMPONENT CONCEPT OF HUMANICS
PLEASE SEE NEXT EXHIBIT FOR 20 ORIGINAL CONCEPTS AS IDENTIFIED IDENTIFICATION OF THE 20 ORIGINAL CONCEPTS AFFIXED VIA USE OF LABELS SPRINGFIELD COLLEGE
SPRINGFIELD, MASSACHUSETTS 01109
MEMORANDUM
1, May 1975
TO: Personnel among Trustees, Corporators, Faculty, and Administration: 283 Respondents. FROM: Charles F. Weckwerth, Professor of HUMANICS.
SUBJ: A vital Request for your cooperation to respond: A Pilot Study.
TOGETHER we face the opportunities and the challenges in this next decade, to celebrate the coming Springfield College Centennial; especially as we catalyze our efforts for the coming 21st Century.
TIME, since 1885, reminds each of us who comprise the four component facets of our Corporate Mission, what the early believers set out to accomplish. Then, in 1905, our dream of HUMANICS emerged; not only as a design for the practice and philosophy of our lay and professional leadership, but more importantly, a direction - a vision - was established: Springfield College's mission for "the proper study of mankind", became HUMANICS - the reason for its being!!
TO-DAY, via modern Research Techniques, the writer intends to tap the rich and latent resources of 50 years of Alumni exposure to, and experience with, SC's notion of HUMANICS. "In brief, as a result of this Pilot Study, via measuring scales enclosed, it is the plan of the writer to capture simultaneously, both the maturity and the magic of our mission: "To educate the whole person in the Service of all people." Such an attempt has never before been made, and respondents are respectfully reminded, "it's later than we think".
THUS, 'to follow truth to wisdom', by taking this long-term "reach", I am in need for 'input' from the two basic and essential resources mentioned: i.e. the four component units 'of the SC Corporation, and Alumni Classes from 1917-1972. Obviously, a Pilot Study, from among all persons in the four corporate units, lies at 'the fork in the road'. From these clusters of structure, functioning to meet their assignments, there will emerge an updated IMAGE OF HUMANICS for SC'S 2lst Century of Service to the Human Community. This space-image, captured by 'The Semantic Differential Technique', will become the criterion by which we shall compare the changing, yet continuous, Alumni-Humanics-Image, held over the past half century.
BE ASSURED:
1. "There is probably no social psychological principle that has received such resounding cross-group and cross-cultural verification".
2. Since one's INITIAL RESPONSES prove to be most valid - when placing an X in ONE of seven spaces, on each line between 22 standardized adjective pairs for 20 Humanics Concepts (A-T), it takes on the average, 30 to 45 minutes to complete the enclosed set of measurement Obviously, distinctive differences perceived, (away from the center), provides not only the reality of forced-choice, but also for reality in alternative variance in meaning to each respondent; within each of the four corporate units. Please try to return in 10 days - budgetary limitations. Thank you!
3. RESPONSES WILL BE TREATED WITH ANONYMITY.
C. F. W.
MEMORANDUM
TO: Fellow Participants in the Mission of
SPRINGFIELD COLLEGE
June 6, 1975
FROM: Dr. C.F. Weckwerth
Distinguished Springfield College
Professor of Humanics, 1972-75
You will be interested in knowing that as of 31 May, budget closing date of our 74-75 academic year, the writer received 110 Questionnaire - Pilot Study - RETURNS from a total of 283 persons included, for responses. In short, this represents an approximate 39% respondent reply.
I am sending this memorandum to respectfully request of you to please complete and return the numbered set assigned to you, hopefully
to assure an equivalent return of replies from each of the four component units 'of the whole' Pilot Study population: Trustees (14), Corporator (08), Administrators (17), Faculty (61).
For your information, I have identified in the above parentheses, the number of replies received from each of the four groups. Obviously these figures suggest a real need for the return of an additional 39% to better represent an 'across the board' reply, and to be a more responsible source of data from which to determine, a corporate and corrected image of Humanics. Such an image is essential for use as a criterion for the next stage of study; one which will be made up of representative alumni from the Classes of 1917-1972. Inherent within the data from these two stages will emerge select implications in planning for the coming 21st C to enable us to continue preparing Leadership for Human and Community Services-- SC's reason for being.
Also for your understanding, experience with the respondents returns to date, reveals information initially suggested; namely, your immediate 'X' responses are not only desired, but have been found to be more reliable by the inventor of "SD" Dr. Charles Osgood. Respond please to your "feelings" rather than to follow a mode of analysis. Lastly, a time period ranging from 30 to 45 minutes is sufficient when a policy of making immediate responses, is followed.
If perchance, you have either mismarked or misplaced your assigned Questionnaire set, I shall be pleased to send you a set of duplicate
forms. Upon receipt of a note, or a phone call from you, (413-787-2091 to the Secretary to the Dean Miss R. Vanasse) I will supply another set, promptly.
Thank you for your most appreciated cooperation. Hopefully your completed "set" will be received at the College, during the week of June 16th, 1975.
C.F.W.
Appendix C
Directions and Definitions of 10 Humanics Concepts: (Accepted)
Directions for Rating the Humanics Philosophy Semantics Differential Scale
Component Concepts Forms: General (A-B-C-D-E)
Component Concepts Forms: Special (F-G-H-I-J)
Definitions of the Humanics Concepts: (Accepted)
Component Concepts: General (A-B-C-D-E)
Component Concepts: Special (F-G-H-I-J)
Directions for the Humanics Philosophy
Semantic Differential Scale
The Semantic Differential Scale attached includes five concepts (A-E) which represent Humanics as a general concept, and five concepts (F-J) which represent the Humanits curriculum as specifically applied to Springfield College. Following each concept are 10 bipolar adjective pairs. A semantic differential scale like this is intended to determine your interpretation of the meaning of concepts by how you categorize the concepts on the bipolar adjective pairs. Please read the concept and attempt to consider the words attached by a hyphen as a meaningful whole. Then respond to each adjective pair along a 7 point continuum. Place an X in the box which best represents your interpretation of the concept. If you are undecided, you would rate the adjective pair by placing an X in the middle box. Please place your X's according to what the concept means to you. Work quickly and mark down your immediate response for
the most valid response. The following is an example:
Concept Example
Spirit-Mind-Body
Concept A
Heuristic-Humanistic-Holistic Concept B
Inherent-Catalytic-Reciprocal
Concept C
Interacting-Ideating-Integrating
Concept D
Precepts-Concepts-Percepts
Concept E
Independent-Interdependent-Dependent
Concept F
Religious-Intellectual-Social-Physical
Concept G
Educate-Principles-Serving Others
Concept H
Purposeful-Patterning-Trials-Reconstruct
Concept I
Instruct Principles-Moral Basis-Control Environments-Direct Activity
Concept J
Personal-Private-Public-Planet-Population
DEFINITIONS OF HUMANICS CONCEPTS (Accepted) in Pilot Study
"Humanics: A subject that treats of human nature or human affairs." (21:1100c3)
Component Concepts: General (A-B-C-D-E)
HUMANICS, focusing on the Human Group, assumes: a. EACH PERSON IS ONE UNIT i.e. A TOTALITY - WHOLE - UNDIVIDED: b. that although all humankind possesses much in common, humans also, are INDIVIDUALLY DIFFERENT: c. that humans continue to distribute and re-distribute themselves into many sub-groupings: Internationally, Interculturally, Interracially, and Interreligiously, etc., etc.,: i.e. "one out of many".
Component Concepts: Special (F-G-H-I-J)
The Springfield College HUMANICS-CURRICULUM focuses on the EDUCATION OF THE WHOLE PERSON, IN THE SERVICE OF ALL PEOPLE: i.e. Each student enrolled, being one unit, is also considered potentially: SELF-moving-feeling-thinking. Thus, each student is required to elect a minimal number of S.H. of study (detailed in subsequent Catalogues) from the HUMANICS CURRICULUM, regardless of one's Divisional or Departmental affiliation.
Component Concepts: General (A-B-C-D-E) (21:as noted)
(A) Heuristic ---------------------------------------------Humanistic ----------------------------------------------Holistic
"serving to guide,discover, or reveal."
(21:1064c1)
"3:marked by or expressive of devotion to human welfare or strong interest in or concern for man." (21:1100c3)
"2b: emphasizing the organic or functional relation between parts and wholes."
(21:1080c1)
(B) Inherent----------------------------------------------Catalytic-----------------------------------------------Reciprocal
"Structural or involved in the constitution or essential character of something: belonging by nature or settled habit, intrinsic, essential." (21:1163c1)
"an action or reaction between two or more persons or forces provoked or precipitated by a separate agent or force, especially by one that is essentially unaltered by the reaction." (21:350c2)
"inversely related; mutually existing: shared, felt,or shown by both sides ... expressive of mutual action or relationship (21:1895c2)
(C) Interacting---------------------------------------------Ideating ---------------------------------------------Integrating
"to act upon each other: have reciprocal effect or influence... (required many generations of interacting human beings to make such discoveries and inventions.") (21:1176c2)
"to form an idea; to invent by working through ideas." (21:1122c3)
"3: to combine to form a more complete, harmonious or coordinated entity..a: to unite (as a part or element) with something else." (21:1174cl)
(D) Precept------------------------------------------------Concept -------------------------------------------------Percept "a command or principle intended as a general rule of action...a working rule respecting the technique of an art or science by precept and example." (21:1783c3)
"something conceived in the mind: thought, idea, notion; a general or abstract idea: a universal notion." (21:469c3)
"2: the meaningful impression of an object obtained by use of the senses: sense-datum." (21:1675c2)
(E) Independent -----------------------------------------Interdependent ---------------------------------------Dependent
"self-governing, autonomous, free; being or acting free of the influence of something else." (21:1148Cl)
"mutually dependent; to depend one upon another." (21:1177c3)
"determined or conditioned by something (someone) else." (21:604c3)
Component Concepts: Special (F-G-H-I-J) (21:as noted)
(F) Religious --------------------------Intellectual---------------------------Social---------------------------------Physical
"instructing in religion as a subject of general education." (21:1918c3)
"3bl: one given to study, reflection, and speculation, especially large, profound, or abstract issues." (21:1174c2)
"4a: of or relating to human society-social institutions; interaction of individual and a group." (21:2161c3)
"2a: of or belonging to all created existenses in nature, or in accordance with the laws of nature." (21:1706c3)
(G) Educate ---------------------------Principles ----------------------------Serving------------------------------Others
"2a: to develop (as a person) by fostering to varying degrees the growth or expansion
of knowledge, wisdom, durable qualities of mind or character, physical health, or general competence esp. by a course of formal instruction. i.e. more than formal schooling (21:723c2)
"lbl:a governing law of conduct, an opinion, attitude, or belief that exercises a directing influence on the life and behavior by which one directs ones life or actions." (21:1803c1)
9a: action or use that furthers some end or purpose: conduct or performance that assists or benefits some one or something..deeds useful or instrumental toward some object
(i.e. professional)
(21:2075c3)
"an additional one or more people..(15:1598c3).."people" are human beings as distinguished from the lower animals." (21:1673c3)
(H) Purposeful -----------------------Patterning -----------------------------Trials-----------------------------Reconstruct
"1:full of determination; guided by a definite aim." (21:1847c2)
"2:a personal conduct illustrating a sociocultural pattern, or model; to imitate." (21:1657c2)
"1a:The action or process of trying or putting to the proof; subjection of a person or thing to a test, examination or participation to determine something in? or to settle a controversy." (21:2439c3)
"to build again; to make over; to correct a defect; to reorganize; reestablish." (21:1897c3)
(I) Instruct-Principles---------------Moral basis--------------------Control Environment---------------Direct Activity
"1 to give special knowledge or information to train in some special field; give skill or knowledge in some art or field of specialization; education in respect to a particular subject area of knowledge. (21:1172cl)
"1a: of or relating to principle or consideration of right and wrong action or good and bad character." (21:1468c3)
"1a the act or fact of controlling power or authority to guide, manage." (15:496c3) ..the enclosing limits or boundaries.. the surrounding conditions, influences, or forces that modify." (21:760cl)
"3 to show or point out the way for.. 4: to regulate the activities or course of.. (a) to guide and supervise." (21:640cl)
(J) Personal-----------------------------Private -------------------------Public-----------------------------Planet Population "1: of or relating to a particular person; affecting one individual or each of many individuals; peculiar or proper to private concerns, not public or general." (21:1686c3)
"1a: Intended for or restricted to the use of a particular person or group or class of persons; not freely available to the public.. set apart or belonging to oneself." (21:1804c3)
"1a: of, relating to, or affecting the people as an organized community.... 4a: accessible to, or shared by all members of the community." (21:1836c1)
"1a: the whole number of people or inhabitants... occupying Earth-Planet." (21:1766c2)

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A Report on a Pilot Study of The Image
of Humanics at Springfield College
1974-1975
Charles F. Weckwerth, Ed.D.
and
Barbara E. Jensen, Ph.D.
August 1976
To
MARY HAEFFNER WECKWERTH...
whose spirit, continuously demonstrated,
of voluntary service in the human community
is exceeded only by her sincere
CONCERN FOR OTHERS.
It is this concern for others
that, in essence, is the purpose of
Springfield College... in the HUMANICS tradition.
___________________________
____"Grief can take care of itself, but to get the full value of joy you must have somebody to divide it with."
Mark Twain, Notebook, 1935.
________________________________
PREFACE
In the Spring quarter of 1973, at Springfield College, when the then incumbent Professor of Humanics gave his initial report to the Faculty, he offered several suggestions for furthering the Humanics program at Springfield College. One of the suggestions now emerges, in the Pilot Stage, as the Title of the research study reported in this document. By the Fall of 1974, a likely plan had been formulated for completing the research study and now by the summer of 1976 the pilot phase has been completed.
This undertaking would have been impossible, however, had it not been for the voluntary efforts of over 200 persons.
Each of these people cooperated willingly, and skillfully, as they shared their special talents. Indeed the "Joy of Effort" was apparent as each of the many persons capably demonstrated that he or she cared to share in the wide variety of tasks involved. With insight, creativity and expertness demonstrated by all concerned, the pilot Study has been completed. The Pilot Study was obviously crucial for the second stage of the total research design. The pilot testing reported here will eventually lead to a study of the Image of Humanics via a stratified random sampling of Alumni Classes for the past 50 years or more.
First., I would like to recognize the wise counsel contributed throughout 1975 to JuIy 1976, by an Advisory Committee of five persons: Dr. Paul U. Congdon, Academic Dean; Dr. Emery W. Seymour, Director of Graduate Division and Coordinator of Research; Dr. Merle K. Miller, Director, Arts and Sciences Division; President Wilbert E. Locklin (Ex Officio); and Dr. James S. Peters, II, Associate Commissioner and Director of Vocational Rehabilitation, State Department of Education, Connecticut.
Fortunately for us, Dr. Peters completed his Ph.D. dissertation at Purdue University (1957 - Chairman, Dr. H. H.Remmers) utilizing a measuring device called The Semantic Differential Scale, an invention by Dr. Charles E. Osgood, research professor at the Institute of Communications Research and professor of Psychology at the University of Illinois at Urbana-Champaign. The investigators of this Pilot Study at Springfield College used the Semantic Differential Technique. Second:, Dr. Peters has continued the use of the Semantic Differential Technique, in his professional assignment indicated above. Third:, Dr. Peters had served on the Faculty of Springfield College in the mid 1950's. For these three prime reasons, in addition to his personal interest in the purpose of Springfield College, Dr. Peter's graciously accepted our invitation to serve as Chairman of the Advisory Committee.
The authors of this research study take this opportunity to express publicly their warm personal gratitude to all members of the Advisory Committee, especially for the countless hours of time, and invaluable counsel, contributed to the completion of this pilot stage.
Next, since numerous persons from within the Springfield College organization have been generous and helpful toward the successful completion of this research effort, the investigators feel each deserves to be listed, and WITH THANKS. Dr. D. F. Bridgeman aided materially via use of his Office and often with the assistance of his office staff. He aided the senior author by recruiting 43 senior and graduate students to volunteer for a trial run of Instructional and Survey Forms used in this Pilot Study. On numerous occasions, over these 18 months, he listened with patience to some of the inevitable problems needing solutions and offered suggestions, Dr. A. R. Kaynor, Psychology, Department Head and Senior Professor of , was both assistive and supportive. Importantly, he was the colleague who brought my attention to our former mutual colleague, Dr. J. S. Peters. Associate Professor of English and Chairman of the English Department, Dr. D. R. Carlson, was extremely resourceful, knowledgeable, and helpful, with matters of American English, Linguistics, and Semantics. His guidance and discussions, relative to definitions and descriptions, of word structures and meanings, etc., were most assistive and appreciatively supportive not only as a consultant, but with vocal significance at several faculty meetings. On several occasions the help of Dr's J. R. Cohen, M. L. Dosick, and Assistant Professor R. E. Holstead, were beneficial and useful. Head Librarian, G. Davis, together with members of his staff, never cease being available to assist. chenzuber, Dr. Scheutors. was of inestimable value to each of the investigators. His untiring assistance with the wise and creative use of computer technology, of assembling codes, cutting of IBM cards for our use at the University of Connecticut's Computer Center, was priceless.
In reference to the University of Connecticut's Computer Center, located at Storrs, Connecticut, it should be here recorded that both investigators are eternally grateful to Mr. John Lof, Administrator in Charge, for making possible the privilege of using both the services, staff, at the Computer Center. and the port, Without such financial support and helpful consultant services provided, this research effort would have been long delayed, if ever completed.
Most conspicuous for its financial assistance, is the generous support given by Springfield College: via its "General Research Fund", as it is administered by the Director of Graduate Studies: Dr. Emery W. Seymour. Again, the investigators are thankful and grateful for his cooperation and demonstrated support. In this same egalitarian spirit, we also wish to recognize with deep appreciation, the continual and loyal support of Dr. Paul U. Congdon, Academic Dean.
Obviously, without this foundational assistance, the investigators would not have been able to attempt this Pilot Study. Please know, however, that the authors of this research, being motivated largely by the Humanics ideals of this institution of higher learning, feel strongly that such support is humanly refreshing, individually restorative, renewing to justify hopefully, and the probable significance that resides inherent within the scope, and potential outcomes, of this self-imposed 'labor of love.'
The investigators wish to express their compliments to Professor of English, Emeritus, Dr. George E. Brooks, who generously and skillfully, corrected 'final copy' draft, for publication.
A third group of people, to whom we are indebted, are those who kept us adequately supplied with the many essentian Resource Services at the College. They are the people, all too often unseen, and unheard about. They are the folks who work behind the scenes. Since they make it not only feasible, but also possible to accomplish our goals and value ends we seek, the writers of this Pilot Study want them to know how important are their efforts to this research project. We refer to: Mr. Lloyd Fassett, Director of the Data Processing, and to the members of his staff: to Mrs. Ruth Sullivan, Manager of Office Services, who with her effective and efficient staff, made possible the countless details involved in the printing and mailing of Instructions and Survey Forms to all 283 respondents; to Ms. Ann Wirstrom, Secretary in the President's Office. Ms. Jane Plumb, Secretary in the Vice President for Administration Office, and Mrs. Doris Murray, Secretary to Development Office for their invaluable assistance with the gathering of personal data, regarding Trustees, Corporators, and Administration personnel; to Ms. Rhea Vanasse, Secretary in the Academic Dean's Office for personal data relating to Faculty members, and for administrative support with reference to many inter-office relations, to Ms. Myrtle Giustina, Secretary to the Director of Graduate Studies and Coordinator of Research, for Budget accounts and records regarding the General Research Fund; to Mr. Harold Lynch, Director of Alumni Office and his staff for Alumni records pertinent to this Pilot Study; to Mr. Kenneth J. Wildes, Director of Public Relations, for his assistance in providing personnel data for persons included in the roster of Administration, and pertinent to this Pilot Study. Thankful are we for the never failing sincerity and support the investigators received from Mrs. Mary Hannigan, Secretary to the Community and Outdoor Recreation Department, whose efficiency and skill is coupled with tender loving care she demonstrated in her careful typing of the final draft of this Pilot Study for publication.
A fourth group of persons to whom the investigators are indebted, and with never ending appreciation, are the 137 respondents, from the 283 candidates that stem from the four component groups included in Springfield College's hierarchy Trustees, Corporators, Administrators, and Faculty. Without their replies, there would be no Pilot Study data, and no clues to The Image of Humanics at Springfield College. They did provide a 48 percent reply. We say many, many thanks to all respondents for their patience and persistence to create A Pilot Image of Humanics, as is currently perceived of Springfield College.
Lastly, without the perceptive collaboration and professional know-how concerning inferential statistical research methods, contributed by Dr. Barbara E. Jensen '57, this Pilot Study could not have been completed; nor would the study have progressed so rapidly, or be so rigorously consummated. As a colleague, an alumna, and one who shares concern for the mission and message of Springfield College, Dr. B. E. Jensen, is indeed a much welcomed co-author of this Pilot Research effort.
August 1976
Charles F. Weckwerth, '31.
Chapter 1
INTRODUCTION
The essence of Springfield College lies in the idea of humanics.1 This holistic point of view emerged initially in 1885, when the School for Christian Workers was first chartered by the Massachusetts Legislature. However, an identifiable concept of the word humanics was not used until later, when in 1905 the school became a college with degree granting privileges. (4:128-130)
In 1889, it was Dr. Luther Halsey Gulick's conceptual construct of '"Spirit-Mind-Body" that made the philosophical concept of holism. His definition of the individual person as a unit made the real impact of difference. His description reads as follows:
________
Man is a unit. His capacities are very much greater than simply the sum of those of the body alone, plus, those of the soul itself. That is, each one gives to the others not only all that it has itself, but also enables the others to be and do far more than they could do alone. Man might be called the product of the three, rather than their sum. (4:52)
In 1890-1891, the Sixth Catalogue of the School revealed the first use of the heading, "Outline for the Study of Man" (7:8) as part of the general course of study for all students. This study unit was scheduled in the Senior Year (7:10) in a manner similar to the course of study at Williams College, Williamstown, Massachusetts. Dr. Mark Hopkins' textbook entitled An Outline Study of Man was the textbook used for the course.(6)
Dr. L. L. Doggett, the first full time President of the College2 stated perceptively that from the Gulick statement, made in Philadelphia in 1889 at a Young Men's Christian Association Convention "....we see that Luther Halsey Gulick Accepted the conception that education is for the whole man." (4:52)
_________________
1. See Appendix A for Origin and Use of the word Humanics 2. There were three voluntary presidents (who served on a part time basis) who preceded Dr. Doggett: Rev. David Allen Reed - 1885-1890 (Catalogues 1 through 6); Henry S. Lee - 1891-1892 (Catalogue 7); Charles H. Barrows - 1892-1896 (Catalogues 8 through 10).
President Doggett and Professor Hanford M. Burr searched for a word to symbolize the concept emerging as the underlying philosophy of Springfield College. They decided upon the word humanics, which was defined in the dictionary as the ".... science or study of human nature and human affairs." (4:89) President Doggett reported repetitively throughout his book that four elements would comprise the Springfield College Humanics Curriculum Design:
_____(1) study of man spiritually; (2) study of man physically; (3) study of man intellectually; and (4) study of sociology. (4:91, 129, 140)
Dr. Doggett had come to Springfield College from Oberlin College where apparently many ideas on general education versus special education were beginning to emerge. Dr. Doggett's rich background in liberal education contributed to his interpretation of general education as the basis for humanics. (4:80, 88) The early emphasis in curriculum included a broad foundation for students from all of the academic areas of study. Humanics was to include a program of study based on education from the sciences, the arts, and the humanities, with an emphasis on students preparing for services in a selection of professions concerned primarily with human relationships. (4:123)
During the ten years between 1886 and 1896, before President Doggett became the President of the International Young Men's Christian Association Training School, he had simultaneously and sequentially extended his educational preparation both pragmatically and philosophically. Dr. Doggett completed his B.D. degree at Oberlin Theological Seminary with part of his study at Union Theological Seminary, in New York City. While at Union Theological Seminary, he served in a downtown Settlement Mission in New York City. Upon graduation, he served initially a nine months term with Ohio State Y.M.C.A. Committee in an apprenticeship, as Assistant Secretary, a position in which he later served a three year period. He then requested (and was granted) a two year leave of absence to pursue study for his Doctorate in Germany. Taking his bride with him, he studied in Berlin and in Leipzig, where he eventually received his Degree of Doctor of Philosophy. For a more complete description of his preparation for the task of becoming President of the Training School, the reader needs to consult his original writing. (4;1-17)
Shortly after Dr. to the United States, Doggett returned from Germany in 1896, he was invited to become the first full time President of the International Young Men's Christian Association Training School. (4:8) His point of view was a comprehensive one that included both a background of general education and experience in the practical one of human relations. Most historians who have looked at the growth of the College would agree that Dr. Doggett's influence upon the humanics approach was substantial, if not the major contribution of any of the early leaders.
The 1969-1971 College Catalogue provides a cogent picture of the Humanics concept as follows:
________
At the beginning of this century when scientific effort was centered on the understanding and control of the physical world, the College sought to create a philosophy of man, HUMANICS, which would couple scientific orientation with the Greek ideal of freedom of the mind and the Christian spirit of love of fellow man. (17:6)
According to the 1976-77 College Catalogue, The Humanics concept was described in the following manner:
________
Springfield College offers the undergraduate student an opportunity to participate in a challenging curriculum which concerns itself with today's world. Combining classroom experience with active community participation - the Humanics Philosophy - is the basic theme at the College. experience It is through this learning-doing that Springfield College students prepare themselves better to understand and react to the complexities of the contemporary world. The emphasis at Springfield College is, then, on the education of the total person - the spirit, the mind, the body - with a motivation of service to humanity that is international, intercultural, interracial, and interreligious. (18:7)
As Springfield College nears its centennial year, the importance of humanics at the College has continued over the years. Generations of students and faculty, from different time periods, have interpreted humanics from various points of view. Changes in curriculum have no doubt, had an influence on the interpretation of the term humanics. The major purpose of the research presented in this report has been to devise a method of scientifically measuring and recording the meaning of the concept of humanics to the Alumni of Springfield College. The research reported in this document includes the results from a pilot study completed to develop a Semantic Differential Scale for measuring the meaning of the word humanics. Hopefully, this pilot study will lead eventually to a more complete analysis of the Alumni over the past 50 or more years. The results of such a greater study could be projected for a report to be made on the occasion of the Centennial celebration of Springfield College in 1985.
Other than the obvious interest in the differences and similarities of the meaning of the word humanics to the Alumni over the years of the proposed investigation, the worth of developing an instrument to measure such a concept might have far reaching implications. An instrument such as this might be used in a wiser choice and selection of Students, Faculty, Administrators, Trustees, and Corporators for the College. Another situation where information obtained by use of the Humanics Semantic Differential Scale might be helpful is in planning a curriculum that will provide students with an even deeper understanding of the meaning of the humanics concept in the twenty-first century. Springfield College has a unique contribution to make, and degree programs centering on selected human helping professions appear to have been the chief concern of the College curriculum. Graduating students with a more complete understanding of the humanics concept appears to be the present priority of the College. If the Humanics Semantic Differential Scale developed was able to pin-point precisely the meaning of the word humanics, over the years, the implications would have direct bearing in the Long Range Plans of the College.
STATEMENT OF THE PROBLEM
The major purpose of this pilot study has been to develop a Humanics Semantic Differential Scale to measure the meaning of the word humanics in the minds of the following four groups of individuals from the college community: Trustees, Corporators, Administrators, and Faculty. The Semantic Differential Scale developed was designed to measure two phases of the meaning of the term humanics: 1) the meaning of humanics as the term is related to the concept of general education and 2) the meaning of humanics as the term is related to the emphasis upon the curriculum of humanics at Springfield College.
The major purpose of the investigation was to develop The Humanics Semantic Differential Scale. An attempt was also made to test the instrument developed to determine if similarities and differences in various groups of individuals could be detected through use of the scale.
HYPOTHESES
The data from the pilot study were utilized to test the following specific null hypotheses:
1. There will be no mean difference in total scale scores for males or females responding to the scale.
2. There will be no mean difference in total scale scores for respondents who graduated with an undergraduate degree from Springfield College and those who graduated from other institutions.
3. There will be no mean differences in total scale scores for respondents with the following number of years of exposure to Springfield College: 0-5 years, 6-10 years, 11-15 years, and 16-45 years.
4. There will be no mean differences in total scale scores for respondents contributing various amounts of money to Springfield College: no contribution, contributions less than 100 dollars, and contributions from 100 to 500 dollars.
5. There will be no mean differences in total scale scores for faculty responding from the three divisions in the College: Arts and Sciences; Community Education, and Health, Physical Education, and Recreation.
6. There will be no mean differences in total scale scores for respondents from the four sections of the College Community: Trustees, Corporators, Administrators and Faculty.
Chapter 2
THE SEMANTIC DIFFERENTIAL SCALE
Many types of psychological devices were reviewed and studied before making the decision to use the semantic differential format. Some of this work will be reviewed in this chapter as well as a brief review of techniques used in developing and scoring the Semantic Differential Scale.
RESEARCH COMPLETED AT SPRINGFIELD COLLEGE
Previous research completed by the first appointee as Distinguished Springfield College Humanics Professor, Dr. Seth Arsenian (1966-1969), utilized projective techniques. Dr. Arsenian conducted several studies regarding the values deemed to be inherent to humanics at Springfield College. In 1942, at the American Psychological Association Convention in Boston, Massachusetts, Dr. Arsenian presented a paper entitled "Change in Evaluative Attitudes during Four Years of College." (2:10) Dr. Arsenian stated: ________
In that paper, it was shown that the philosophical orientation of a college (Springfield) acts as a selective criterion in the admission and retention of students. (For three successive years in 1938, 1939, and 1940 our entering Freshmen, tested on the Allport-Vernon Study of Values, showed consistently the same order of dominance of values: religious, political, social, theoretical, economic, and aesthetic). (2:10)
Later in 1957, Dr. Arsenian's paper was selected by Phillip E. Jacob, in his national study of Changing Values in College and was also reported in Dr. Arsenian's book. Dr. Arsenian quoted from the Jacob report as follows:
________
At Springfield College, students' love of people and altruism (social value on the Allport-Vernon Study of Values) increased during their stay so that this became the pre-eminent value for seniors. Such a result is unique among the institutions for which this type of data is available. As freshmen, these students did not start with any greater than average degree of social sensitivity. What happened to their values can hardly be accounted for apart from their particular college experience. (2:10)
The Allport-Vernon Study of Values is a projective type scale, and this type of scale was not accepted as feasible for the proposed investigation since the intent of the proposed scale was to measure attitudes on a mailed questionnaire. Projective techniques were not considered appropriate for this type of research. Consequently, other types of scales were reviewed as more applicable for this particular investigation.
A number of other sources were consulted (5;8;10) as well as discussions with prominent people in the field of social research, including Wm. Koch. (9) When the senior author of the Springfield College Humanics Pilot Study was examining Kerlinger's text, he found a scaling technique known as the semantic differential (8:566-581) This type of scale was considered to be ideal for the type of research planned.
SEMANTIC DIFFERENTIAL SCALING TECHNIQUE
The Semantic Differential Scaling Method was developed by Charles E. Osgood as a research technique designed to measure the meaning of concepts as points in what he called "semantic space." (13) Osgood conceived the Semantic Differential Scale to measure the meaning of words, phrases, or concepts by allowing the respondent to decide how he felt the word fell on a scale between bipolar adjective pair listings. Thus, when attempting to measure the attitudes of a group of respondents toward a concept, the concept was given to the respondents and they were asked to check off from a scale of 1 to 7 what they thought the meaning of the concept was in relationship to the list of bipolar adjective pairs. The purpose of the scale was to develop a particular point in semantic space for the meaning of the particular concept. Osgood's definition of semantic space might be summarized as follows:
________
We begin by postulating a semantic space, a region of some unknown dimensionality and Euclidian in character. Each semantic scale, defined by a pair of polar (opposite-in-meaning) adjectives, is assumed to represent a straight line function that passes through the origin of this space, and a sample of such scales then represents a multidimensional space. The larger or more representative the sample, the better defined is the space as a whole. (13:25)
Osgood's first description of the Semantic Differential Scale is clearly stated as follows:
________
What is meant by "differentiating" the meaning of a concept? When a subject judges a concept against a series of scales, e.g.,
________
each judgment represents a selection among a set of given alternatives and serves to localize the concept as a point in the semantic space. The larger the number of scales and the more representative the selection of these scales, the more validly does this point in the space represent the operational meaning of the concept....
By semantic differentiation, then, we mean the successive allocation of a concept to a point in the multidimensional semantic space by selection from among a set of given scaled semantic alternatives. Difference in the meaning between two concepts is then merely a function of the differences in their respective allocations within the same space, i.e., it is a function of the multidimensional distance between the two points. (13:26)
Osgood's original work was to complete a number of studies attempting to define the factor structure of the adjective pairs used in creating semantic differential scales. Osgood found, consistently, three major factors which appeared over a variety of concept choices. These three factors have been labeled as evaluation, potency, and activity. They are often referred to as the EPA scales. Kerlinger summarized succinctly the work of Osgood as follows:
________
An actual SD consists of a number of scales, each of which is a bipolar adjective pair, chosen from a large number of such scales for a particular research purpose, together with the concepts to be rated with the scales. The scales, or bipolar adjectives, are seven-point (usually) rating scales, the underlying nature of which has been determined empirically. That is, each scale measures one, sometimes two, of the basic dimensions or factors that Osgood and his colleagues have found to be behind the scales: Evaluation, Potency, Activity. These factors may be called clusters of adjectives.... Here are nine of the bipolar adjectives. They are each strongly identified with one of these dimensions or factors. The nature of the dimensions or factors can be ascertained from study of these few scales.
________
Evaluation
Potency
_____Activity
________
good-bad
beautiful-ugly
clean-dirty
large-small
heavy-light
strong-weak
active-passive
sharp-dull
fast-slow
________
These are only a few of the bipolar adjectives that are available for use and that have been empirically tested. Osgood gives a list of 50 scales with their factor identifications and the strength of the identifications. Investigators can, of course, make up SD instruments using these and other adjective pairs.
(8:568-569)
Thus, researchers are free to develop their own concepts to be evaluated, and then to select the bipolar adjective pairs from each of the three major factors as researched by Osgood. Researchers are also encouraged to develop new bipolar adjective pairs which fit in with the particular research undertaking.
Osgood developed the semantic differential scale following the ideas of the Hullian learning theory. Repeatedly he stated that the adjective pairs elicited a response from the respondent in the true classical conditioning use of the term elicit. In describing how humans develop "signs" and "assigns" in use of language, Osgood described the conditioning process as: ________
. . . the development of a sign, according to the mediation hypothesis. Take for illustration the connotative meaning of the word SPIDER. The stimulus-object (S), the visual pattern of hairy- legged insect body often encountered in a threat context provided by other humans, elicits a complex pattern of behavior (RT ) which in this case includes a heavy loading ofTautonomic "fear" activity. Portions of this total behavior to the spider-object become conditioned to the heard word, SPIDER. With repetitions of the sign sequence, the mediation process becomes reduced to some minimally effortful and minimally interfering replica - but still includes those autonomic reactions which confer a threatening significance upon this sign. This mediating reaction (rm) produces a distinctive pattern of self-stimulation (sm) which may elicit a variety of overt behaviors (RX) - shivering and saying "ugh" running out of a room where a spider is said to be lurking, and even refusing a job in the South, which is said to abound in spiders.
The vast majority of signs used in ordinary communication are what we may term assigns - their meanings are literally "assigned" to them via association with other signs rather than via direct association with the objects represented. The word ZEBRA is understood by most six-year olds, yet few of them have ever encountered zebra-objects themselves. They have seen pictures of them, been told they have stripes, run like horses, and are usually found wild...this new stimulus pattern, ZEBRA, "picks up" by the mechanisms already described portions of the mediating reactions already elicited by the primary signs. (16:10)
From research investigations, replicated in various fields, the adjective pairs have been empirically determined to elicit responses along a specific dimension to describe a segment of the semantic space of the particular concept.
Research in the area of Semantic Differential Scales is extremely extensive, covering many different areas and fields of inquiry. The Semantic Differential Sourcebook referred to above is a summary of many of the current uses of the technique. (16) The reader should consult this text for a very complete coverage of the uses of this scaling technique.
Some more recent work by Osgood on the meaning of words across 27 cultures is presented in two recent articles by Osgood. (14, 15) Interesting diagrams of what Osgood termed "semantic slices" from the total semantic space emerge in the three major factor areas. His description of semantic space in this recent article is summarized in the following manner.
________
There are many ways we can slice this semantic cake for analysis and all of them pre- suppose - as do all linguistic and philosophical conceptions of meaning with which I am familiar - that semantic similarity is indexed by similarity in distribution of usage. Thus, descriptive scales are similar to the extent that they are used the same way across subjects and concepts (hard-soft and strong-weak are more similar in meaning than hard-soft and good-bad). Concepts are similar to the extent that they produce the same kinds of "sentences" SYMPATHY (is) slightly hot and DEVOTION (is) slightly hot, SYMPATHY (is) slightly passive and DEVOTION (is) quite passive, and so on, and we can even say that two speakers of a language possess similar semantic systems to the extent that the "sentences" they produce using the concepts and scales are similar. (14:23-24)
The interesting aspect of his recent research is that the same three major factors emerge from data obtained from the 27 cultures surveyed: Evaluation, Potency, and Activity. Osgood has used these three dimensions to describe the meaning of concepts in a three-dimensional semantic space.
Another important aspect of Osgood's two-part publication is what he now declares as "Subjective culture." Is this a new clue for research design? Succinctly, as a new model he employs two discrete subtitles under this newly expressed view: "Probing Subjective Culture: Tool-making" Cross-linguistic (14), and "Cross-Cultural Tool-using." (15) In adapting the semantic differential technique to the Pilot Study, one recognizes the essential purpose of this stage as "Tool-making." The purpose of stage two, the measuring of the meaning of humanics over 50 years, will be "Cross-Cultural Tool-using." It appears that this clue is pertinent to the overall research design. Thus, valid as an instrumental "tool", then if the pilot study be a stratified random sampling of persons over the years would serve the affirmed purpose of the Pilot Study research effort.
Also of significant import is to not overlook the primary need for the disciplined development of an investigator's research design. In full support of this view, note the comments of Kerlinger on the objectives of research design: ________
...to help the reader understand the logic of experimental inquiry and the logic of the various designs. Research designs are alternative routes to the same destination; reliable and valid statements of the relations between variables. Some designs, if feasible, yield stronger relational statements than other designs... (8:374)
When referring specifically to the importance in development of a research design for this Pilot Study, the Senior investigator would be negligent if he did not again credit the contributions of Dr. J. S. Peters and Dr. R. E. Jensen. As Chairman of the Advisory Committee, Dr. Peters provided numerous sessions for consultation with the senior investigator. Also, he made available as models, three of his research studies (15a: 15b; 15c).
Chapter 3
DEVELOPMENT OF THE HUMANICS SEMANTIC DIFFERENTIAL SCALE
The major purpose of this pilot study was to develop the Humanics Semantic Differential Scale which would measure the humanics concept of people associated with Springfield College. The pilot study was designed to test two major aspects of the humanics concept: the meaning of humanics as the term is related to the concept of general education, and the meaning of humanics as the term is related to the emphasis upon the curriculum of humanics at Springfield College.
In developing the Humanics Semantic Differential Scale, 20 concepts were created by the senior investigator specifically for this scale. Each of the 20 concepts represented a part of the total idea of humanics. The first 10 concepts related directly to humanics as representing general education, and the second 10 were designed to relate to the specific humanics curriculum emphasis at Springfield College. The format chosen for the Humanics Differential Scale was to state the concepts as clusters of single words attached by hyphens. In each concept, three to five words were attached together to represent their interdependence. The scale administered in the pilot test listed the 10 general concepts first, followed by the 10 specific concepts.
For the Humanics Semantic Differential Scale developed for the pilot study, 22 adjective pairs were selected; 18 from the work of Osgood, the last 4 adjective pairs were created as new adjective pairs by the senior investigator. Of the 18 adjective pairs selected from Osgood's work, 8 were from the Evaluation factor (good-bad, ugly- beautiful, dirty-clean, valuable-worthless, kind-cruel, sacred-profane, honest-dishonest, unfair-fair), 6 were from the Potency factor (large-small, weak-strong, shallow-deep, heavy--light, cowardly-brave, wide-narrow) and 4 were from the Activity factor (dull-sharp, hot-cold, passive-active, slow-fast). (16: 47-49) The four bipolar adjective pairs developed specifically for this investigation were as follows: people-things, females-males, general education-special education, a "calling"-a "job".
In developing the scale for the pilot testing, the number of concepts and number of adjective pairs were numerous ; however, this procedure allowed for selection of the best concepts and adjective pairs through the statistical analysis of the data obtained from the pilot testing. The procedures used were an attempt to test out many concepts and many objective pairs, selecting then through statistical analysis those concepts and those adjective pairs which would eventually be included in the final scale to evaluate the image of humanics at Springfield College. The semantic differential scale as used in the pilot study may be found in Appendix B.
Chapter 4
SAMPLING PROCEDURES FOR PILOT STUDY
The Semantic Differential Scale developed was sent to 283 subjects, and 137 usable replies were received. This represented a 48 percent response from the total group surveyed. The total group included four distinct sub-groups of subjects: Trustees, Corporators, Administrators, and Faculty. The following numbers of returns were received from each of the sub-groups: 20 Trustees, 15 percent of the total return group of 137; 14 Corporators, 10 percent; 30 Administrators, 22 percent; and 73 Faculty, 53 percent. A summary of the characteristics of the respondents may be found in Table 1.
Table 1
Respondent Sample for Pilot Study All four of the segments of the population have been exposed to the humanics philosophy at Springfield College. It is interesting to note that slightly more than one third of the total population (283) were Alumni from Springfield College, and that slightly less than two thirds of those who returned the scale (137) were not baccalaureate degree graduates of Springfield College. The range in exposure of the respondents was from 2 to 40 years of time spent on the Springfield College campus.
Chapter 5
ANALYSIS OF DATA
The analysis of data for the pilot testing of the Humanics Semantic Differential Scale may be summarized in the following subsections: 1) Descriptive Analysis, 2) Factor Analysis of 20 x 22 Matrix for the Adjective Pairs, 3) Selecting of the Concepts to be used on the final form, 4) Factor Analysis of the 10 x 10 Matrix for Concepts Selected, 5) Comparisons made with Tests of Significance of Difference of Means for Various Groupings and 6) Profiles for the Various Groups on Mean Responses for each Adjective Pair.
DESCRIPTIVE ANALYSIS
The responses for each of the 22 adjective pairs for each of the 20 concepts were punched on cards for data analysis by the computer. The adjective pairs were scored 1 through 7, and those adjective pairs listed in reverse order were subjected to a computer program to reverse the scaling so that all adjective pairs were scored on the 1-7 scale with 7 being the positive end of the continuum. Determination of the positive end of each adjective pair continuum used from Osgood's work may be found in the literature. (16: 47-49) The positive ends for each of the four newly created adjective pairs were as follows: people, males, special education, a "calling".
The first analysis consisted of having the computer list each of the 440 frequency distributions for each adjective pair for each concept. The distributions are available for inspection, but are not included in this report. The importance of the distributions was to obtain information on how many subjects answered a particular adjective pair or a particular concept with a blank. This information was used in making decisions for the selection of both adjective pairs and concepts: the more responses that were blank, the lower the rating for that particular adjective pair or concept.
The descriptive analysis included computations of the means and the standard deviations of each adjective pair per concept. These data are available, but not included in this report. The means and the standard deviations were then computed for each concept, collapsing over the 22 adjective pairs. These data will be presented in the concept section, since the standard deviations were used to select the concepts for the final form of the scale.
FACTOR ANALYSIS FOR THE 20 x 22 MATRIX FOR THE ADJECTIVE PAIRS
The purpose of the factor analysis on the 20 x 22 adjective pairs was to determine if the Humanics Semantic Differential Scale developed would replicate work by Osgood, as well as to see how the four additional adjective pairs (developed specially for this study) fitted into the known factor structure from Osgood's research. A principal components factor analysis (SPSS - PA2) was run on the 20 x 22 matrix summing each adjective pair across all 22 concepts. (12) The factor analysis starts with the 20 x 22 matrix of intercorrelations among the 22 adjective pairs. The intercorrelations are available, but are not included in this report. Table 2 is a listing of all the factor loadings from the rotated factor matrix for each of the adjective pairs. In all of the research reported by Osgood, he continually mentions obtaining three major factors: 1) Evaluation, 2) Potency, and 3) Activity. Three factors were also found in the results of the factor analysis computed for the Humanics Semantic Differential Scale.
Each of the 18 adjective pairs taken from Osgood's work had been classified by him according to the three major factors. When selecting the adjective pairs for the final scale, the main criterion for selecting was a high factor loading on the same factor as was listed for that adjective pair by Osgood. Many of the adjective pairs replicated the work of Osgood and only those adjective pairs that matched his classification were selected. It was decided, arbitrarily, to limit the final form to 10 adjective pairs, with the majority from the evaluative factor. (16:47-49)
To make the final selection of adjective pairs, the adjective pairs were listed in rank order, according to the factor loadings, separately by each of the three major factors. For instance, the first 10 adjective pairs, according to the rank order of factor loadings, from the first major factor (Evaluation) in the factor analysis computed for this investigation were as follows: 1) dirty-clean : .86999, 2)dishonest-honest: .85550, 3) unfair-fair: .84655, 4) cowardly-brave: .83338, 5) cruel-kind: .83144; 6) ugly-beautiful: .83132, 7) weak-strong: .78570, 8) bad-good: .76617 9) worthless-valuable: .75353, and 10) profane-sacred: .74052. The first six of these adjective pairs that had also been classified as evaluation adjective pairs by Osgood were selected: dirty-clean, dishonest-honest, unfair-fair, cruel-kind, ugly-beautiful, bad-good. Cowardly-brave had been classified by Osgood as both evaluation and potency and weak- strong had been classified by him as Potency: thus, these two adjective pairs were eliminated. Now six evaluation adjective pairs had been selected for inclusion on the final scale.
Table 2
Rotated Factor Matrix for Principal Components Factor Analysis for 20 x 22 Matrix for Adjective Pairs
For the second factor (Potency) the first three adjective pairs were selected for the final version of the scale. These three adjective pairs had double classifications, with potency being definitely the strongest factor and evaluation being a secondary factor according to Osgood's research. The same type pattern was obtained in this research; and, thus, they were selected since they replicated the work of Osgood. The three adjective pairs selected were narrow-wide, small-large. and shallow-deep. (16:47-49)
The only factor selected from the third major factor (Activity) was one of the newly developed adjective pairs (A "Job" - A "Calling") specifically designed for this investigation. It was the adjective pair with the highest loading in this third factor, and was selected over other adjective pairs for many of them were either from the evaluation or potency factors according to Osgood's classification. The only other adjective pair that came up high on this third factor that agreed with Osgood's work was the adjective pair of cold-hot.
Table 3 presents the 10 adjective pairs that were the final selections for inclusion on the Humanics Semantic Differential Scale.
Table 3
Adjective Pairs Selected for the Humanics Semantic Differential Scale SELECTION OF THE CONCEPTS
Using all responses for all of the 22 adjective pairs, the adjective pair information was summarized as means, standard deviations, and ranges for each of the 20 concepts used in the pilot testing data. These statistics follow in Table 4 and were the basis for making the decision as to which of the 20 concepts would be selected for the final version of the scale. In the pilot testing data, the first 10 concepts were to represent the humanics philosophy in general, and the last 10 concepts were to represent the humanics philosophy as specifically applied to Springfield College. It was decided, arbitrarily, that the final version of the scale would be limited to 10 concepts, 5 from each category. The criteria for selecting concepts were as follows: 1) concepts with high percentage of blank responses would be eliminated since they probably were confusing to the respondents, 2) concepts with wording deemed confusing were eliminated since they might cause confusion in answering the scale on a mailed questionnaire, and 3) concepts with the largest standard deviations were accepted first since the criterion by which Osgood accepts concepts is based on the fact that an acceptable concept will spread the responses over a large range of the scale. (8:570) In Table 4, the concept means are based on the score for each subject totaled across all 22 adjective pairs. Thus, if the subject were directly in the middle of the scale and answered all 4's, the mean would be 88. It may be noted that the average response was well above an 88 for all concepts. The possible range of scores would be from 22 through a score of 154.
Table 4
Descriptive Statistics for all 20 Concepts summed across all 22 Adjective Pairs Table 5 lists the 10 concepts from the general humanics philosophy grouping with the rank order given for the size of
the standard deviation. The concepts are listed as accepted or rejected according to 1) the rank order of the standard
deviation, and 2) the fact that they were deemed confusing and thus rejected.
Table 5
Acceptance of Concepts from the 10 Original Concepts in the General Humanics Section
A similar presentation is given in Table 6 for the 10 concepts related to the specific interpretation humanics philosophy at Springfield College
Table 6
Acceptance of Concepts from the 10 Original Concepts in the Area Specifically Related to Springfield College
After making the selection of the 10 concepts and the 10 adjective pairs which would be used in the final version of the Humanics Semantic Differential Scale, the responses of the subjects were totaled using only the concepts and adjective pairs selected. All of the analyses that follow use the revised scale score for each of the 137 subjects, using only the 10 adjective pairs and 10 concepts that were selected from the statistical analysis. It was decided to include definitions of the words attached by hyphens for each concept in the revised version of the scale. The final revised form and directions for respondents may be found in Appendix C.
FACTOR ANALYSIS OF THE 10 x 10 MATRIX FOR THE 10 CONCEPTS SELECTED
The purpose of the factor analysis on the 10 concepts selected for the final version of the scale was to determine what type of factor structure would be shown by these concepts. The hypothesis under investigation was whether or not the concepts truly represented the two basic factors developed by the test developer: concepts representing the humanics concept in general and concepts representing the humanics philosophy as interpreted at Springfield College. This was a very important construct validity check for the Humanics Semantic Differential Scale developed. A principal components factor analysis (SPSS - PA2) was run on the 10 x 10 matrix of intercorrelations between the 10 concepts. (12) These intercorrelations are available, but not included in this report. Table 7 lists the factor loadings for the two factors that were produced in the rotated factor matrix. The hypothesis was supported by the factor structure from the factor analysis since the first five concepts had high loadings on factor two (general humanics philosophy) and the last five concepts had high factor loadings on factor one (humanics philosophy as interpreted at Springfield College). None of the 10 concepts had a high loading on the factor opposite for which it was intended. The factor one (specific humanics philosophy) was a purer factor, since one can observe the loadings were higher on this factor. The factor analysis supports the validity of the Humanics Semantic Differential Scale as measuring both factors effectively when
utilizing the 10 concepts selected for the final version of the scale.
COMPARISONS MADE WITH VARIOUS GROUPINGS
A number of comparisons with the classification data were possible for the various groupings within the total sample
of scores obtained on the pilot test data. The analyses made are included in this section of the report.
Table 7
Rotated Factor Matrix for Principal Components Factor Analysis for 10 x 10 Matrix for Concepts
Comparison of Males to Females
The results of the comparison between the sexes are presented in Table 8. The difference between the means for the
total scores on the revised scale for the two sexes was not significant when using the .05 level of significance.
Table 8
Comparison Between the Responses of Males and Females
Comparison of Springfield College Undergraduate Degree Recipients and
Recipients of Undergraduate Degree from another Institution
The analysis for this comparison is presented in Table 9. The difference between the means between subjects who
graduated with an undergraduate degree from Springfield College and those who graduated from other institutions
was not significant at the .05 level of significance.
Table 9
Comparison Between the Responses of Springfield College Undergraduate Degree Recipients and
Recipients of an Undergraduate Degree from another Institution
Comparison of Groups with Different Years of Exposure to Springfield College
The respondents were classified into four groups according to the number of years each respondent had spent on the
campus of Springfield College. The groups were as follows: 1) 0-5 years, 2) 6-10 years, 3) 11-15 years, and 4) 16-45
years. A randomized groups analysis of variance was computed to determine the differences among the means for the
total scores of the subjects from the four groups. Table 10 presents the ANOVA results and indicates no significant
differences.
Table 10
Randomized Groups ANOVA for Four Groups Representing
Various Years of Exposure to Springfield College Humanics Idea
The means for the four groups were as follows: 1) 502.9675 (n = 31) (0-5 years), 2) 503.8679 (n = 53) (6-10 years), 3)
518.8181 (n = 22) (11-15 years), and 4) 531.3225 (n = 31) (16-45 years).
Comparison of Groups according to Amounts of Contribution
The mean scores on the revised scale for three different amounts of contribution groups (according to the contribution
given in the year of the survey - 1974-1975) were compared using a randomized groups analysis of variance. The
groups were as follows: 1) contributed nothing 2) contributed less than 100 dollars, and 3) contributed from 100 to
500 dollars. The analysis summarized in Table 11 indicates no differences in the means for the three contribution
groups.
Table 11
Randomized Groups ANOVA for Three Groups Representing Various Amounts of Contributions to Springfield
College
The means for the three groups were as follows: 1) 505.6152 (n=65) (no contribution), 2) 511.8157 (n=38) (less than
100 dollars), and 3) 536.8213 (n=28) (from 100 to 500 dollars in contribution). Not included in this analysis are six
subjects, four who contributed sums between 500 and one thousand dollars (mean = 443.25) and two who contributed
over one thousand dollars (mean - 532.00).
Comparison of Faculty by Division
The 73 faculty respondents were divided into divisional groupings, and an analysis was made of the means for the
three groups. Table 12 presents the findings of the randomized groups analysis of variance of the difference between
the means of the three groups. The difference was significant beyond the .05 level of significance
Table 12
Randomized Groups ANOVA for Three Divisions Analyzing Faculty Respondents
The means for the divisions were as follows: Arts and Sciences (n = 34) 485.2646: Community Education (n = 8)
468.0000; Health, Physical Education, and Recreation (n = 31) 542.6450. The Duncan Multiple Range Test indicated
the only significant difference was that the Health, Physical Education, and Recreation Division had a higher mean
score than the Community Education Division.
Comparison of Trustees, Corporators, Administrators, and Faculty Groups
The four groups involved in the total sample for the pilot testing data included 20 Trustees, 14 Corporators, 30
Administrators, and 73 Faculty respondents. A4 x 10 mixed design factorial analysis of variance was computed to test
the differences among the means of the four independent groups and, at the same time, test the difference among the
10 concepts (treated as a repeated factor). The Data-Text Repeated Measures ANOVA for unequal cells was used to
obtain the calculations. (1) The summary table is presented in Table 13.
Table 13
Summary Table for the 4 x 10 Repeated Measures ANOVA for the Analysis of Respondent Groups and 10 Concepts
The Neuman-Keuls Multiple Comparison Method was used to analyze the differences among the 10 concept means.
The Newman-Keuls procedure is more appropriate for multiple comparisons involving many means since it keeps the
alpha level at a constant .05 level for each comparison made. The results of the multiple comparison may be
summarized in the following chart. When a mean has a line drawn under it and attaches it to another mean, that
indicates that those means are not significantly different from each other.
In the chart the concepts have been listed from left to right in descending order of magnitude of the concept means: in other words, Concept N had the highest mean. It is interesting to note that Concept N was clearly significantly higher on the positive end of the continuum than the other concepts and that concept N is probably the most commonly known idea of what the humanics philosophy is at Springfield College. (Concept N = Educate-Principles-Serving Others).
PROFILES FOR THE VARIOUS GROUPS
A pictorial analysis of the results of the revised scale may be found in the profiles attached at the end of this report. See Figures 1 - 8. Osgood used profiles like this as a method of describing the manner of responding of various groups. (12:33) The profiles represent the various groups listed as follows: Total group of respondents: Trustees; Corporators; Administrators, Total Faculty; Faculty from Arts and Sciences; Faculty from Community Education; and Faculty from Health, Physical Education, and Recreation. The profiles represent the means for each of the adjective pairs (summing across all 10 concepts) for each of the groups. This profile approach indicates subtle differences in interpretation for each of the groups and is the picture of how the group generally responded to all 10 concepts. The separate profiles for each of the 10 concepts were also computed and graphed, yet they are available but not included in this report. It must be remembered that the analysis of variance for groups (Trustees, Corporators, Administrators, and Faculty) indicated no significant differences among means. The analysis of variance for faculty groups indicated that the Health Physical Education, and Recreation faculty had a higher iean than the Community Education faculty group.
Figure 1 - Profile for: The Entire Population of Respondent (N=137) Figure 2 - Profile for: Trustee Respondents (N=20) Figure 3 - Profile for: Corporator Respondents (N=14) Figure 4 - Profile for: Administrator Respondents (N=30) Figure 5 - Profile for: Total Faculty Respondents (N=73) Figure 6 - Profile for: The Faculty Respondents from the Division of Arts and Sciences (N=34) Figure 7 - Profile for: The Faculty Respondents from the Division of Community Education (N=8) Figure 8 - Profile for: The Faculty Respondents from the Division of Health, Physical Education and Recreation (N=31) SUMMARY OF THE FINDINGS
The major findings from the pilot testing of the Humanics Semantic Differential Scale are listed as follows:
1. The construct validity of the scale was supported by the principal components factor analysis of the 10 x 10 matrix for the 10 concepts selected for the final version of the scale. Two major factors emerged which confirmed the hypothesis that there were two major groupings of concepts: five concepts involved in interpreting the general humanics philosophy - labeled general concepts: and five concepts involved with the interpretation of the humanics philosophy specifically for Springfield College - labeled specific concepts. Since these two major groupings of concepts were proposed at the beginning of the investigation, this analysis supports the validity of the scale as conceived by the test developer.
2. No significant difference was found between the mean scores of men and women respondents when considering the scores obtained on the revised version of the scale.
3. No significant difference was found between the mean scores of those respondents who graduated with an undergraduate degree from Springfield College in comparison to those who graduated from other institutions.
4. No significant differences were found among the mean scores of respondents who had various numbers of years exposure to the campus of Springfield College. 5. No significant differences were found among the mean scores of respondents who contribute various amounts of money to Springfield College.
6. The faculty from the different divisions on campus showed some differences in mean response level on the revised scale. The means for the three groups were as follows: 1) Health, Physical Education, and Recreation Division - 542.6450, 2) Arts and Science - 485.2646, and 3) Community Education - 468.0000. The only significant difference, using the .05 level of significance, indicated that the Health, Physical Education, and Recreation mean was significantly higher than the Community Education group mean.
7. No significant differences were found among the means of the following groups: Trustees, Corporators, Administrators, and Faculty.
8. Significant differences were found among the 10 means with the concept of Educate-Principles-Serving-Others, clearly being ranked more positively by the subjects than other concept areas.
CONCLUSIONS
The findings from the testing of the specific hypotheses would lead to the following conclusions concerning differences in interpretation of the term humanics from the various groups responding:
1. Males and females do not differ in their interpretation of the term.
2. Respondents who graduate from Springfield College with a baccalaureate degree do not differ from those who graduate from other institutions.
3. Various numbers of years of exposure to the Springfield College campus do not appear to have an influence on the interpretation of the term humanic.
4. Respondents who contribute various amounts of money to the school seem to have similar interpretations of the humanics concept.
5. Faculty from the three diversions have similar ideas concerning the term humanics, yet some differences might be found between the Community Education Division and the Division of Health, Physical Education, and Recreation.
6. Trustees, Corporators, Administrators, and Faculty appear to have a similar interpretation of the term humanics.
The overall conclusion for the investigation would be that the revised Humanics Semantic Differential Scale indicates construct validity for measuring the conceptual framework of the humanics philosophy in general and specifically as applied to Springfield College. The revised scale is capable of detecting similarities and differences in various groups and would appear to be a valid instrument for measuring the meaning of the term humanics.
RECOMMENDATIONS
The next phase of the total research investigation will be to use the Humanics Semantic Differential Scale to measure the meaning of the term humanics to the graduates from Springfield College over the last 50 or more years. The results of such an investigation will be of interest to those who would like to compare the changes in the meaning of the term humanics in the various age groupings, which would probably reflect the emphasis given to the humanics philosophy over the years investigated.
BIBLIOGRAPHY
1. Armor, David J. and Arthur S. Couch. An Introduction to Computerized Social Data Analysis -- Data Text Primer. New York: The Free Press, 1972.
2. Arsenian, Seth, ed. The Humanics Philosophy of Springfield College. Springfield, Massachusetts: Springfield College Press, 1970
3. Collens, T. Wharton. Humanics. New York: D. Appleton and Co., 1860.
4. Doggett, L.L. Man and a School. New York: Association Press, 1943.
5. Hartman, Robert S. The Structure of Value. Carbondale and Edwardsville, Illinois: Southern Illinois University Press, 1967.
6. Hopkins, M. An Outline Study of Man. New York: Scribner-Armstrong, 1873.
7. International Young Men's Christian Association Training School. Sixth Catalogue, 1890-1891.
8. Kerlinger, Fred N. Foundations of Behavioral Research 2nd ed. New York: Holt, Rinehart and Winston, 1973.
9. Koch, William H. Associate Director of the Center for Social Service and Associate Professor at The University of Wisconsin - Extension Service. Correspondence and telephone calls in 1974.
10. Likert, Rensis. "A Technique for the Measurement of Attitudes." Archives of Psychology. 22: 44-55, 1932
11. The New Encyclopedia Britannica (15th Edition) W.B and H.H. Benton Publisher. Copyright under Pan American and Universal Copyright Conventions. 1974. (30 vols.)
12. Nie, Norman H. and others. Statistical Package for the Social Sciences, 2nd. ed. New York: McGraw-Hill Book Company, 1975. 13. Osgood, Charles E., George J. Suci, and Percy H. Tannenbaum. The Measurement of Meaning. Urbana, Illinois: University of Illinois Press, 1957.
14. Osgood, Charles E. "Probing Subjective Culture - Part 1: Cross-linguistic Tool-making." Journal of Communication. Winter, 1974.
15. Osgood, Charles E. "Probing Subjective Culture - Part 2: Cross-Cultural Tool-using." Journal of Communication. Spring, 1974.
15a. Peters, James S. Socio-Economic Egocentrism in Delinquents and Non-Delinquents. Studies in Higher Education LXXXV, Further Studies in Attitudes Series XXIII, Purdue University, Division of Educational Reference, February, 1957. (Also found in reference number 16:663)
15b. Peters, James S. Bureau of Vocational Rehabilitation, Connecticut State Department of Education. "Attitudes of Delinquents as Measured by the Semantic Differential Scales." Journal of Individual Psychology. 14:182-184, November, 1958.
15c. Peters, James S. Scale of Socio-Egocentrism. Connecticut State Department of Education, and University of Hartford, Copyright 1964.
16. Snider, James G. and Charles E. Osgood, Semantic Differential Technique - A Sourcebook. Chicago: Aldine-Atherton, 1969.
17. Springfield College, Catalogue. Springfield, Massachusetts: Springfield College Press, 1969-1971.
18. Springfield College, Catalogue. Springfield, Massachusetts: Springfield College Press, 1976-1977.
19. Springfield College, The Ten-year Report of the President, 1965-75; Springfield College Alumni Bulletin: Volume 50, Number 4, January, 1976.
20. Webster, Noah, Dictionary of the English Language. Springfield, Massachusetts: G. and C. Merriam Company, 1864.
21. Webster, Noah. Webster's Third New International Dictionary. Springfield, Massachusetts: G. and C. Merriam Company, 1971.
Appendix A
Origin and Use of the word Humanics: An Overview
The original idea and word humanics was coined, in 1860, as the title of a book by T. Warton Collens, Esq. The book, HUMANICS, was published by D. Appleton and Company and was distributed from both New York City and London. Professor Collens taught political philosophy at the University of Louisana. He was also the Ex-Presiding Judge, City Court of New Orleans, Louisiana. The essence of his book dealt with a case for "constructing a 'Science of Human Nature'." (3:2)
To avoid the risk of oversimplifying Professor Collens' ideas on the meaning of the word humanics, his thoughts from his Prologue from the book are quoted directly here:
________
Humanics brings all truth to bear upon man; seeks to prove his title to all that is peculiarly his own; makes him the focus of intellectual vision.
Philosophy, on the contrary, gathers all truth to generalize, independently, upon all existing things; seeks to find the common property of all existences and phenomena; displays the light of an intelligence all over the universe.
Humanics brings many truths to converge upon man. Philosophy views all truth as radiating from some grand principle, on which man and everything else must rely.
Hence, Humanics must look into the whole nature of man; Zoology describes him only so far as he belongs to a series of sensational organizisms. Psychology contemplates him only as an intellectual being. Ethics regards him only in his emotional character. Physiology observes him only as the vehicle of vital functions. action. History depicts him as performing action.
But man is not merely sentimental, moral, vital or automatic; he is all of these together. Hence, it is necessary, in order to know him, to bring back these elements to their common centre, and to reconstitute the human unit. (3:12)
HUMANICS-OUTLINE
See text copy for outline Professor Collens continued to describe the meaning of the term Humanics in the following way:
________
And thus, taking man as sensation, thought, emotion, vitality, and action forming ONE organism, we proceed to our investigation. This division is the most radical, and withal the most adequate I can find, in the least number of general terms, to comprise all the phenomena exhibited by man as an organic entity. A lesser number would exclude many facts--many realities; so that a portion of the whole truth being omitted, we would often fail to make a just estimate or explanation of whatever we may be striving to solve or expound. (3:13)
Professor Collens presents a graphic display of the properties of man which is copied here, by permission of the publisher, from the frontispiece of his book.
In considering further the meaning of the term humanics, many dictionaries were consulted for the exact definition of the term. In the fifth printing, in 1864, of Noah Webster's Dictionary of the English Language the word humanics was included and defined as follows: "the doctrine or science of human nature, or of matters pertaining to humanity." (20:643 c3) The term humanics was, thus, defined before the turn of the century and was destined to become used extensively all over the world. The most recent edition of Webster's dictionary, Webster's Third New International Dictionary, published in 1971, also includes the term humanics. The following definition is listed for the term in this newer version of the dictionary: "a subject that treats of human nature or human affairs." (21:1100 c3)
The term Humanics has been used extensively at Springfield College for a number of years and it has taken on a special meaning for the College. The remainder of this Appendix deals with the manner in which the term has been used at Springfield College over the years. Chapter 1 of the full report emphasizes the importance of President Doggett in the establishment of the philosophical bases for the school later to be called Springfield College. In Chapter IV of his book, entitled "Launching the Independent Institution", he cites two clues for the potential growth of the future of the College. He first emphasized the importance of strengthening the academic work at the College so as to move beyond the "training school" approach to a more complete or rounded education of the entire person. He emphasized the importance of obtaining permission from the State Legislature to grant Bachelor degrees from the College. He states these ideas clearly as follows:
________
....as early as my second year (as President) at the College, in my report for 1897-1898, I recommended that a committee be appointed to petition the State Legislature for the right to grant degrees. It would materially add to our entire enterprise if we possessed the privilege of granting degrees. Our work has reached a plane of efficiency that is well worthy of such recognition. (4:106)
He emphasized the point of moving toward a curriculum centered around the term humanics in the following quotation:
________
We had made progress in developing two specialized courses -- one for training Association Secretaries and one for physical directors; but experience was showing that both needed better foundations. We had been sending out men with excellent technical training, but we came to see that our graduates must be more than that. They must be master builders, men who would know why and when and how to apply the techniques that they had learned. They must know more than methods and techniques: they must know how to diagnose and prescribe. Recognition of this need led to the development, step by step, slowly because always feeling our way, of our general course. It came to comprise two divisions: (1) the humanics dealing with the study of man; and (2) the cultural. (4:88-89)
The closing lines penned by Dr. Doggett in his fourth chapter appear pertinent to include in this Appendix:
________
The evolution of the course in humanics is the college's great adventure in higher education, and the development of the secretarial and physical courses represents its equally significant adventure in professional training. (4:94)
During the years 1958-1965, Dr. Glenn A. Olds served as President of Springfield College. The senior author's long time colleague, Dr. Seth Arsenian described Dr. Olds in the following quote from a report on Humanics made by Dr. Arsenian: ________
President Glenn A. Olds, believing strongly in the philosophy of Humanics, wanted its continuous study and application; and to do this, he proposed the establishment of a chair of the Distinguished Springfield Professor of Humanics in 1964. The Trustees acted favorably on this proposal. (2:4)
From the year 1966 through June of 1976, four persons have been appointed to serve as Distinguished Springfield Professor of Humanics. The gentlemen are as follows:
1966-1969 -
Dr. Seth Arsenian, Professor of Psychology at Springfield College; 1938-1943, 1945-1969. Upon retirement, he was appointed to the status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1969-1972 -
Dr. H. H. Giles founded New York University Center for Human Relations, Recipient of New York University's Great Teacher Award. Dr. Giles came to New York University in 1944 as Director of its Bureau of Intercultural Education. Graduated from Amherst 1923, received Master's degree from University of Wisconsin - 1937, and Ph.D from Ohio State University in 1942. Consultant to and Professor in many organizations and institutions.
1972-1975 -
Dr. Charles F. Weckwerth, Professor of Recreation at Springfield College; 1946- 1975. Professor of Physical Education; 1931-1938. He was the first Alumnus to be appointed to the position - Class of 1931. Upon retirement, he was appointed to status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1975-1976 -
Rev. Holmes N. Vanderbeck, Professor of Religion at Springfield College; 1946-1976. Upon retirement, he was appointed to status of Faculty Emeriti as Distinguished Springfield Professor of Humanics, Emeritus.
1976 -
Professor Charles E. Silvia, Professor of Physical Education at Springfield College; 1937-1944, 1946 - .
In the Fall of 1965, Wilbert E. Locklin was appointed President of Springfield College to succeed Dr. Glenn A. Olds. As of September 31, 1976, President Locklin will have successfully completed 11 years of tenure in the office of President. This is the longest tenure in office, with the exception of Dr. Doggett who was President for 40 years, 1896-1936.
Dr. Arsenian identified each of the presidents of the College and commented on their individual contributions to the concept of humanics to Springfield College. He comments on the contributions of Dr. Locklin in the following manner:
________
The successors of (so named) have all, each in his own way, interpreted and served the concept of Humanics as the distinctive philosophy of Springfield College. (2:4)
I have left to the last the acknowledgement of genuine gratitude to Dr. Wilbert E. Locklin, without whose enthusiasm and provision for financial assistance this volume would not have been possible. But much more than his contributions, we at the College are in his debt for his unpretentious but very effective dedication to the Humanics philosophy and its realization in the life of the College. It is he who wrote Chapter X - The Possible Dream. dream, He lives by that and it is that dream that keeps him at the increasingly demanding job of being President of Springfield College. I hope he stays with it for many years to come. (2:iii)
When the senior investigator suggested initially to the Faculty assembled that a study be conducted concerning the image of Humanics at Springfield College, President Locklin was the first to endorse such an idea. When the Semantic Differential Scale was developed and ready for mailing for the pilot testing, President Locklin drafted a letter, under his Office of the President, to invite participation from the persons to whom the scale was mailed.
Both investigators suggest that interested readers might obtain a copy of The Ten-year Report of the President, 1965-1975. (19) In this report, President Locklin writes of the survival of Springfield College. He speaks to the essence of the College when he summarizes the significance of Humanics at Springfield College: ________
Briefly, we must maintain the traditional strengths of Springfield as exemplified best in its Humanics philosophy: training the entire man and woman, in Spirit, in Mind, and in Body, to be of service to all for the remainder of their lives. We must concentrate upon those things we do best and avoid the tendency toward homogenization that has made too many American Colleges indistinguishable from too many others.
We must actively seek, find, and encourage to enroll the special kind of young men and women who will be most responsive to our purposeful Humanics philosophy.
Because fiscal integrity will continue as a critical area, care must be taken not to permit ourselves tuition increases as a simplistic response to inflationary pressures.
We need to foster our tradition of academic excellence by maintaining the finest faculty we can identify. We need and must have the continued commitment of dedicated alumni and trustees, generous with their time and talent and resources.
In my ten years here, I have seen increasing evidence of this commitment and capability in all aspects of our College--from students, trustees, alumni, parents, and friends. For almost a century we have proved our right to flourish in the select community of higher education.
I truly believe that Springfield College is stronger today than it was a decade ago. I fully expect Springfield College to be stronger a decade from now than it is today. (19)
Appendix B
B. Instructions and Forms sent to Respondents
SPRINGFIELD COLLEGE
WILBERT E. LOCKLIN, President
May, 1975
Dear Corporator:*
More than a decade ago the Trustees and Corporators created an academic chair for the Distinguished Springfield Professor of Humanics. For some years the recipient of that post has been Professor Charles F. .Weckwerth.
Dr. Weckwerth will be retiring from active faculty duty later this year. His current activity consonant with the purposes as prescribed by the Board of Trustees for the Humanics Professorship involves research concerning Humanics which is dependent upon cooperation from many including yourself.
This note is to ask of you what I already have agreed to do, and what thousands of others are being asked to do. Will you kindly take the time to complete the questionnaire and return it to Professor Weckwerth in the envelope provided.
Thank you in advance for your participation.
Sincerely,
*A copy of this letter has also been sent to the Trustees and the Administrative Staff.
SPRINGFIELD COLLEGE
April 28, 1975
Dear Colleague:
Attached is an instrument, along with instructions, which you are asked to use and return on behalf of the study being done by the Distinguished Springfield Professor of Humanics. This instrument, Semantic Differential, has been cited by prominent critics of the analysis of meaning as one which has received emphatic cross group and cross cultural verification, and as one which is good, active, and potent. Despite my acknowledgement of the myriad of forms you are asked to complete each week in addition to your heavy official and informal work load, I ask that you cooperate with Dr. Weckwerth on this worthwhile study by completing and returning this exercise promptly.
The potential usefulness of his findings is, I believe, high, and your contribution will be much appreciated.
Sincerely yours,
Paul U. Congdon
Academic Dean
PUC -v
MEMORANDUM
March 1975
TO: Persons Related to the Purpose of Springfield College, Springfield, Mass.:
Corporators; Trustees, Administrator, Faculty.
FROM: Charles F.Weckwerth, Distinguished Springfield College Professor of HUMANICS
SUBJECT: INFORMATION 6 INSTRUCTIONS for a Pilot Study of HUMANICS (ENCLOSED): as a CONCEPT (since 1885) & its reason for being an Institution dedicated to The Education of the WHOLE PERSON, in the SERVICE of ALL PEOPLE.
COMM: Dean P.U. Congdon; Dr's M.K. Miller, J. E. Prters (Chr), E:.W. Seymour (Research Coord)
I. INFORMATION:
____
A. Purpose: It is the initial purpose of this Pilot Study, to invite responses from 283 current participants, each of whom serve an assigned function, and each eminating from one of the four groups listed in the salutation, toward the following ends:
_____1. To capture the essence, in the meaning of Humanics - Interpreted through samples of alternative verbal responses - by both GENERAL & SPECIAL views of HUMANICS - being our common purposes, via a variety of special disciplines, AS PERCEIVED BY THE ABOVE MENTIONED 283 persons; each of whom participate within the four related groups, on four (4) levels of responsibility.
_____2. All of the above RESPONSES will be measured by a communication device and method, known in Research Centers as, "The Semantic Differential Technique"; an invention by Professor Charles E. Osgood, Et al, Director of the Institute of Communication Research, University of Illinois.
B. Objectives: It is our goal to obtain a composite image of Humanics from among the persons who share, on all levels, the responsibilities of, and the accountability for, "Springfield College's Adventure in Higher Education", Now, for some ninety years, it is timely, and essential, as also it is challenging to engage in this STIMULUS-RESPONSE,"SD", Pilot Research.
_____1. To make this initial Pilot Study; Spring, 1975, and Alumni-ae in Fall, 1975;
_____2. To develop from the data assembled a Research Design;
_____3. It is hypothesized that the study will be used to assemble a Grand Design of Humanics for the 21st Century...similar to the challenge, opportunity and privilege, of those who have served before us, by recording the "drum beat" of HUMANICS - as today, it throbs in the hearts and minds of our Alumni-ae from the Classes of 1917-1972, and SC Corporation-1975;
_____4. It is hypothesized that a measurable and graphic continuum of our Humanics Image is not only possible to objectify, via use of "SD" as a technique, but more importantly, that such an effort, as being exercised by those best prepared to chart SC's role for the 21st Century for LIVING MOST BY SERVING BEST, be initiated promptly to accomplish appropriate planning for celebrating SC's Century of Leadership, with YOUTH.
II. INSTRUCTION: From the literature of Prof. C. E. Osgood - inventor of "SD" ____
A. "The semantic differential is essentially a combination of controlled association and scaling procedures, We provide the subject i.e.each respondent) with a concept to be differentiated and a set of bipolar adjectival scales against which to do it, his only task being to indicate for each item (pairing of a concept with a scale), the direction of his (or her) association, and its intensity on a seven-step scale...
B. . . . It is apparent that if we are to use linguistic encoding as an index of meaning we need (a) a carefully devised sample of alternative verbal response which can be standardized across subjects, (b) these alternatives to be elicited from subject rather than emitted so that encoding fluency is eliminated as a variable, & (c) these alternatives to be representative of the major way in which meanings vary". (Reference below, pgs. 57-58)
C. Enclosed set of stapled forms scoring 20 Humanics (alternative) CONCEPTS, comply with "SD" criteria above: Osgood, C. E. Snider, J. G. Semantic Differential Technique. Chicago. ALDINE Publ. Co. 1969
SPRINGFIELD COLLEGE - SPRINGFIELD, MASS.
SC Pilot Study of HUMANICS - The Office of HUMANICS
(CFW) - Spring 1975
(COMPONENT CONCEPT (A)-(J)
HUMANICS, focusing on the Human Group, assumes also, EACH PERSON is ONE UNIT:
i.e. A TOTALITY - WHOLE - UNDIVIDED
(COMPONENT CONCEPT (K)-(T)
"SC" HUMANICS-CURRICULUM focuses on the Education of the WHOLE PERSON, in the SERVICE OF ALL PEOPLE:
i.e. Each person is ONE UNIT; SELF-moving-feeling-thinking.
PLEASE: As you evaluate 20 CONCEPTS (by use of bi-polar terms (1-22) on each page) REACT IMMEDIATELY, for most valid results.
: JUDGE on basis of what EACH CONCEPT MEANS TO YOU by marking X in a space nearest ONE of two bi-polar adjectives.
: ON each line, MARK only ONE X-in one of 7 spaces-nearest the more appropriate word of the two bi-polar adjectives.
: NOTE - Are ALL page X'd?
COMPONENT CONCEPT OF HUMANICS
PLEASE SEE NEXT EXHIBIT FOR 20 ORIGINAL CONCEPTS AS IDENTIFIED IDENTIFICATION OF THE 20 ORIGINAL CONCEPTS AFFIXED VIA USE OF LABELS SPRINGFIELD COLLEGE
SPRINGFIELD, MASSACHUSETTS 01109
MEMORANDUM
1, May 1975
TO: Personnel among Trustees, Corporators, Faculty, and Administration: 283 Respondents. FROM: Charles F. Weckwerth, Professor of HUMANICS.
SUBJ: A vital Request for your cooperation to respond: A Pilot Study.
TOGETHER we face the opportunities and the challenges in this next decade, to celebrate the coming Springfield College Centennial; especially as we catalyze our efforts for the coming 21st Century.
TIME, since 1885, reminds each of us who comprise the four component facets of our Corporate Mission, what the early believers set out to accomplish. Then, in 1905, our dream of HUMANICS emerged; not only as a design for the practice and philosophy of our lay and professional leadership, but more importantly, a direction - a vision - was established: Springfield College's mission for "the proper study of mankind", became HUMANICS - the reason for its being!!
TO-DAY, via modern Research Techniques, the writer intends to tap the rich and latent resources of 50 years of Alumni exposure to, and experience with, SC's notion of HUMANICS. "In brief, as a result of this Pilot Study, via measuring scales enclosed, it is the plan of the writer to capture simultaneously, both the maturity and the magic of our mission: "To educate the whole person in the Service of all people." Such an attempt has never before been made, and respondents are respectfully reminded, "it's later than we think".
THUS, 'to follow truth to wisdom', by taking this long-term "reach", I am in need for 'input' from the two basic and essential resources mentioned: i.e. the four component units 'of the SC Corporation, and Alumni Classes from 1917-1972. Obviously, a Pilot Study, from among all persons in the four corporate units, lies at 'the fork in the road'. From these clusters of structure, functioning to meet their assignments, there will emerge an updated IMAGE OF HUMANICS for SC'S 2lst Century of Service to the Human Community. This space-image, captured by 'The Semantic Differential Technique', will become the criterion by which we shall compare the changing, yet continuous, Alumni-Humanics-Image, held over the past half century.
BE ASSURED:
1. "There is probably no social psychological principle that has received such resounding cross-group and cross-cultural verification".
2. Since one's INITIAL RESPONSES prove to be most valid - when placing an X in ONE of seven spaces, on each line between 22 standardized adjective pairs for 20 Humanics Concepts (A-T), it takes on the average, 30 to 45 minutes to complete the enclosed set of measurement Obviously, distinctive differences perceived, (away from the center), provides not only the reality of forced-choice, but also for reality in alternative variance in meaning to each respondent; within each of the four corporate units. Please try to return in 10 days - budgetary limitations. Thank you!
3. RESPONSES WILL BE TREATED WITH ANONYMITY.
C. F. W.
MEMORANDUM
TO: Fellow Participants in the Mission of
SPRINGFIELD COLLEGE
June 6, 1975
FROM: Dr. C.F. Weckwerth
Distinguished Springfield College
Professor of Humanics, 1972-75
You will be interested in knowing that as of 31 May, budget closing date of our 74-75 academic year, the writer received 110 Questionnaire - Pilot Study - RETURNS from a total of 283 persons included, for responses. In short, this represents an approximate 39% respondent reply.
I am sending this memorandum to respectfully request of you to please complete and return the numbered set assigned to you, hopefully
to assure an equivalent return of replies from each of the four component units 'of the whole' Pilot Study population: Trustees (14), Corporator (08), Administrators (17), Faculty (61).
For your information, I have identified in the above parentheses, the number of replies received from each of the four groups. Obviously these figures suggest a real need for the return of an additional 39% to better represent an 'across the board' reply, and to be a more responsible source of data from which to determine, a corporate and corrected image of Humanics. Such an image is essential for use as a criterion for the next stage of study; one which will be made up of representative alumni from the Classes of 1917-1972. Inherent within the data from these two stages will emerge select implications in planning for the coming 21st C to enable us to continue preparing Leadership for Human and Community Services-- SC's reason for being.
Also for your understanding, experience with the respondents returns to date, reveals information initially suggested; namely, your immediate 'X' responses are not only desired, but have been found to be more reliable by the inventor of "SD" Dr. Charles Osgood. Respond please to your "feelings" rather than to follow a mode of analysis. Lastly, a time period ranging from 30 to 45 minutes is sufficient when a policy of making immediate responses, is followed.
If perchance, you have either mismarked or misplaced your assigned Questionnaire set, I shall be pleased to send you a set of duplicate
forms. Upon receipt of a note, or a phone call from you, (413-787-2091 to the Secretary to the Dean Miss R. Vanasse) I will supply another set, promptly.
Thank you for your most appreciated cooperation. Hopefully your completed "set" will be received at the College, during the week of June 16th, 1975.
C.F.W.
Appendix C
Directions and Definitions of 10 Humanics Concepts: (Accepted)
Directions for Rating the Humanics Philosophy Semantics Differential Scale
Component Concepts Forms: General (A-B-C-D-E)
Component Concepts Forms: Special (F-G-H-I-J)
Definitions of the Humanics Concepts: (Accepted)
Component Concepts: General (A-B-C-D-E)
Component Concepts: Special (F-G-H-I-J)
Directions for the Humanics Philosophy
Semantic Differential Scale
The Semantic Differential Scale attached includes five concepts (A-E) which represent Humanics as a general concept, and five concepts (F-J) which represent the Humanits curriculum as specifically applied to Springfield College. Following each concept are 10 bipolar adjective pairs. A semantic differential scale like this is intended to determine your interpretation of the meaning of concepts by how you categorize the concepts on the bipolar adjective pairs. Please read the concept and attempt to consider the words attached by a hyphen as a meaningful whole. Then respond to each adjective pair along a 7 point continuum. Place an X in the box which best represents your interpretation of the concept. If you are undecided, you would rate the adjective pair by placing an X in the middle box. Please place your X's according to what the concept means to you. Work quickly and mark down your immediate response for
the most valid response. The following is an example:
Concept Example
Spirit-Mind-Body
Concept A
Heuristic-Humanistic-Holistic Concept B
Inherent-Catalytic-Reciprocal
Concept C
Interacting-Ideating-Integrating
Concept D
Precepts-Concepts-Percepts
Concept E
Independent-Interdependent-Dependent
Concept F
Religious-Intellectual-Social-Physical
Concept G
Educate-Principles-Serving Others
Concept H
Purposeful-Patterning-Trials-Reconstruct
Concept I
Instruct Principles-Moral Basis-Control Environments-Direct Activity
Concept J
Personal-Private-Public-Planet-Population
DEFINITIONS OF HUMANICS CONCEPTS (Accepted) in Pilot Study
"Humanics: A subject that treats of human nature or human affairs." (21:1100c3)
Component Concepts: General (A-B-C-D-E)
HUMANICS, focusing on the Human Group, assumes: a. EACH PERSON IS ONE UNIT i.e. A TOTALITY - WHOLE - UNDIVIDED: b. that although all humankind possesses much in common, humans also, are INDIVIDUALLY DIFFERENT: c. that humans continue to distribute and re-distribute themselves into many sub-groupings: Internationally, Interculturally, Interracially, and Interreligiously, etc., etc.,: i.e. "one out of many".
Component Concepts: Special (F-G-H-I-J)
The Springfield College HUMANICS-CURRICULUM focuses on the EDUCATION OF THE WHOLE PERSON, IN THE SERVICE OF ALL PEOPLE: i.e. Each student enrolled, being one unit, is also considered potentially: SELF-moving-feeling-thinking. Thus, each student is required to elect a minimal number of S.H. of study (detailed in subsequent Catalogues) from the HUMANICS CURRICULUM, regardless of one's Divisional or Departmental affiliation.
Component Concepts: General (A-B-C-D-E) (21:as noted)
(A) Heuristic ---------------------------------------------Humanistic ----------------------------------------------Holistic
"serving to guide,discover, or reveal."
(21:1064c1)
"3:marked by or expressive of devotion to human welfare or strong interest in or concern for man." (21:1100c3)
"2b: emphasizing the organic or functional relation between parts and wholes."
(21:1080c1)
(B) Inherent----------------------------------------------Catalytic-----------------------------------------------Reciprocal
"Structural or involved in the constitution or essential character of something: belonging by nature or settled habit, intrinsic, essential." (21:1163c1)
"an action or reaction between two or more persons or forces provoked or precipitated by a separate agent or force, especially by one that is essentially unaltered by the reaction." (21:350c2)
"inversely related; mutually existing: shared, felt,or shown by both sides ... expressive of mutual action or relationship (21:1895c2)
(C) Interacting---------------------------------------------Ideating ---------------------------------------------Integrating
"to act upon each other: have reciprocal effect or influence... (required many generations of interacting human beings to make such discoveries and inventions.") (21:1176c2)
"to form an idea; to invent by working through ideas." (21:1122c3)
"3: to combine to form a more complete, harmonious or coordinated entity..a: to unite (as a part or element) with something else." (21:1174cl)
(D) Precept------------------------------------------------Concept -------------------------------------------------Percept "a command or principle intended as a general rule of action...a working rule respecting the technique of an art or science by precept and example." (21:1783c3)
"something conceived in the mind: thought, idea, notion; a general or abstract idea: a universal notion." (21:469c3)
"2: the meaningful impression of an object obtained by use of the senses: sense-datum." (21:1675c2)
(E) Independent -----------------------------------------Interdependent ---------------------------------------Dependent
"self-governing, autonomous, free; being or acting free of the influence of something else." (21:1148Cl)
"mutually dependent; to depend one upon another." (21:1177c3)
"determined or conditioned by something (someone) else." (21:604c3)
Component Concepts: Special (F-G-H-I-J) (21:as noted)
(F) Religious --------------------------Intellectual---------------------------Social---------------------------------Physical
"instructing in religion as a subject of general education." (21:1918c3)
"3bl: one given to study, reflection, and speculation, especially large, profound, or abstract issues." (21:1174c2)
"4a: of or relating to human society-social institutions; interaction of individual and a group." (21:2161c3)
"2a: of or belonging to all created existenses in nature, or in accordance with the laws of nature." (21:1706c3)
(G) Educate ---------------------------Principles ----------------------------Serving------------------------------Others
"2a: to develop (as a person) by fostering to varying degrees the growth or expansion
of knowledge, wisdom, durable qualities of mind or character, physical health, or general competence esp. by a course of formal instruction. i.e. more than formal schooling (21:723c2)
"lbl:a governing law of conduct, an opinion, attitude, or belief that exercises a directing influence on the life and behavior by which one directs ones life or actions." (21:1803c1)
9a: action or use that furthers some end or purpose: conduct or performance that assists or benefits some one or something..deeds useful or instrumental toward some object
(i.e. professional)
(21:2075c3)
"an additional one or more people..(15:1598c3).."people" are human beings as distinguished from the lower animals." (21:1673c3)
(H) Purposeful -----------------------Patterning -----------------------------Trials-----------------------------Reconstruct
"1:full of determination; guided by a definite aim." (21:1847c2)
"2:a personal conduct illustrating a sociocultural pattern, or model; to imitate." (21:1657c2)
"1a:The action or process of trying or putting to the proof; subjection of a person or thing to a test, examination or participation to determine something in? or to settle a controversy." (21:2439c3)
"to build again; to make over; to correct a defect; to reorganize; reestablish." (21:1897c3)
(I) Instruct-Principles---------------Moral basis--------------------Control Environment---------------Direct Activity
"1 to give special knowledge or information to train in some special field; give skill or knowledge in some art or field of specialization; education in respect to a particular subject area of knowledge. (21:1172cl)
"1a: of or relating to principle or consideration of right and wrong action or good and bad character." (21:1468c3)
"1a the act or fact of controlling power or authority to guide, manage." (15:496c3) ..the enclosing limits or boundaries.. the surrounding conditions, influences, or forces that modify." (21:760cl)
"3 to show or point out the way for.. 4: to regulate the activities or course of.. (a) to guide and supervise." (21:640cl)
(J) Personal-----------------------------Private -------------------------Public-----------------------------Planet Population "1: of or relating to a particular person; affecting one individual or each of many individuals; peculiar or proper to private concerns, not public or general." (21:1686c3)
"1a: Intended for or restricted to the use of a particular person or group or class of persons; not freely available to the public.. set apart or belonging to oneself." (21:1804c3)
"1a: of, relating to, or affecting the people as an organized community.... 4a: accessible to, or shared by all members of the community." (21:1836c1)
"1a: the whole number of people or inhabitants... occupying Earth-Planet." (21:1766c2)

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